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    Please use this identifier to cite or link to this item: http://ir.nknu.edu.tw/ir/handle/987654321/21595


    題名: 默讀與朗讀對國中學習障礙學生閱讀理解與閱讀速度之影響
    Effects of Silent Reading vs. Oral Reading on the Reading Comprehension and Reading Rate of Junior High School Students with Learning Disabilities
    Authors: 曾燕菁
    貢獻者: 王瓊珠
    Keywords: 默讀;朗讀;閱讀理解;閱讀速度;國中學習障礙學生
    silent reading;oral reading;reading comprehension;reading rate;junior high school;students with learning disabilities
    Date: 2013-10-02
    Issue Date: 2014-10-21 16:23:15 (UTC+8)
    Abstract: 本研究旨在探討默讀與朗讀兩種閱讀型態,對國中學習障礙學生在閱讀理解和閱讀速度之影響比較。採用準實驗研究之抗衡設計,將所有的研究參與者分為兩組,輪替接受以默讀與朗讀兩種閱讀型態的方式下,進行研究者自編的國中語文閱讀理解測驗,以探討這兩種閱讀型態對於研究參與者在閱讀理解和閱讀速度之影響,並比較兩種閱讀型態的效果差異。
    本研究主要研究結果如下:
    一、閱讀型態改變對於國中學習障礙學生而言,無論是默讀還是朗讀來進行國中語文閱讀測驗,閱讀理解表現並顯著性差異,顯示閱讀型態對於國中學習障礙學生的閱讀理解表現影響不大。
    二、閱讀型態改變對於國中學習障礙學生而言,在進行國中語文閱讀測驗時,默讀和朗讀的閱讀速度有顯著性差異,顯示閱讀型態對於國中學習障礙學生的閱讀速度表現會有顯著之影響,而且是以默讀速度優於朗讀速度。
    最後根據研究結果提出建議,作為教學實務和研究之參考。
    This study purpose is to explore the effects of silent reading and oral reading on reading comprehension and rate of junior high students with learning disabilities. All participants, evenly divided into two groups, were given either silent or oral reading tasks firstly, and then their testing order was reversed for counterbalance. After finishing each kind of reading tasks, students immediately answered 10 comprehension questions. The main results of this study were summarized as follows:
    1. Reading patterns, whether silent reading or oral reading, had no significant differences in reading comprehension of junior high students with learning disabilities.
    2. Reading patterns had significant differences in reading rate of junior high students with learning disabilities. The rate of silent reading was faster than oral reading .
    Finally, some suggestions for teaching and future studies were discussed.
    Appears in Collections:[特殊教育系] 博碩士論文
    [特殊教育學系] 王瓊珠

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