高中職學習障礙學生的英語閱讀策略與閱讀能力之相關研究

The Relationships between English Reading Strategies, and Reading Performance of Senior High School Students with Learning Disabilities

本研究旨在瞭解高中職學習障礙學生的英語閱讀策略與閱讀能力的現況，並探討閱讀策略的使用情形與英語閱讀能力的關係。採用「英語閱讀策略調查表」及「全民英檢初級閱讀測驗」進行調查研究，共收回286份有效問卷。研究發現：（1）學習障礙學生的英語閱讀能力遠低於一般學生，在不同分測驗的表現一致性低落；（2）學習障礙學生的閱讀策略使用頻率為中等或低頻率；（3）高分組的學習障礙學生的閱讀策略傾向使用問題解決策略；低分組的學習障礙學生傾向使用支持性策略；（4）英語閱讀能力與閱讀策略平均使用頻率呈現正相關。依據研究結果及研究限制提出相關建議，以供教學實務及未來研究之參考。
In this research, we aim to investigate the relationship between English reading strategies and reading abilities in senior high school students with learning difficulties (LD). We used the English Modified Survey of Reading Strategies Questionnaire and the General English Proficiency Test for the Elementary Level in the study. A total of 286 questionnaires were collected. Findings suggest the following: (1) the English performance of students with LD was significantly lower than that of mainstream students; (2) the frequency of using reading strategies were medium or low in students with LD; (3) students with LD who scored higher in the English reading performance tended to use problem-solving strategies in reading; on the other hand, students with LD who scored lower in the English reading performance tended to use supportive strategies in reading; (4) there was a positive correlation between English reading strategies and reading abilities. School educators might use the study's results to better serve students with learning disabilities. Extended future research is also recommended.

In this research, we aim to investigate the relationship between English reading strategies and reading abilities in senior high school students with learning difficulties (LD). We used the English Modified Survey of Reading Strategies Questionnaire and the General English Proficiency Test for the Elementary Level in the study. A total of 286 questionnaires were collected. Findings suggest the following: (1) the English performance of students with LD was significantly lower than that of mainstream students; (2) the frequency of using reading strategies were medium or low in students with LD; (3) students with LD who scored higher in the English reading performance tended to use problem-solving strategies in reading; on the other hand, students with LD who scored lower in the English reading performance tended to use supportive strategies in reading; (4) there was a positive correlation between English reading strategies and reading abilities. School educators might use the study's results to better serve students with learning disabilities. Extended future research is also recommended.