問答命題策略教學對國小輕度智能障礙學生閱讀理解成效之研究

Abstract

本研究旨在探討問答命題策略教學對國小輕度智能障礙學生之閱讀理解能力及使用問答命題策略能力的教學成效。研究方法採單一受試實驗設計之跨受試多探試設計，針對國小三名三年級輕度智能障礙學生進行問答命題策略教學。自變項為問答命題策略教學，教導學生根據文章的內容或自己的知識和經驗，區別不同的答案資訊來源（單句訊息中的答案，需整合多句訊息的答案，部分來自作者、部分來自自己，完全來自自己的答案）；依變項為閱讀理解能力與使用問答命題策略能力兩項。研究顯示：1.問答命題策略教學對增進三名受試之閱讀理解能力具有教學成效且具保留效果；2.問答命題策略教學對增進三名受試使用問答命題策略能力具有教學效果但保留效果不一；3.三名受試對問答命題策略的學習大致持正向、積極的態度。

The objectives of this study were to examine the effectiveness of the Question-Answer Relationship (QAR) instructional approach when applied to students with mild intellectual challenges in reading comprehension, as well as to examine the implementation of the QAR strategy. A single subject multiple probes across subjects experimental design using QAR strategies was used with three third grade students with mild intellectual disabilities. The independent variable in this study was QAR instruction, an approach teaching students about the various types of questions found on reading tests (such as “Right There,” “Putting It Together,” “Author-and-You,” and “On My Own” questions), and the ways to answer them, either by simply extracting answers from readings or by using past experience and knowledge. The two dependent variables in this study were reading comprehension skills and the ability to use QAR strategies. The results of this study indicate that: (a) improved reading comprehension skills appeared among the three students, all of whom maintained QAR skills after receiving the QAR instruction; (b) all students had the ability to implement QAR skills, but there was a significant difference in the degree of maintenance among students after QAR instruction was finished; (c) all students were positive and enthusiastic about learning QAR skills.