[[abstract]]本研究旨在探討不同年級、性別的閱讀障礙學生在閱讀錯誤類型之差異情形，並與正常學生做比較，瞭解不同年級及組別在閱讀錯誤類型得分的差異情形。 研究樣本以中部地區臺中縣、臺中市、彰化縣、南投縣等四縣市，國小四年級至六年級，每年級篩選出54名閱讀障礙學生，共計162名，及在閱讀障礙學生就讀之學校篩選與閱讀障礙學生智力相仿之正常學生每年級54名，錯誤類型研究樣本共計324名學生。 研究工具為自編之「國民小學閱讀理解測驗」，經過數位特教及心理測驗專家審查、預試、試題分析及信效度考驗等，編擬為正式題本，正式施測後並進行統計分析。研究的結果如下： 1. 正常學生在閱讀理解測驗的得分均高於閱讀障礙學生，閱讀障礙學生較正常學生易犯字句增刪、字句修改、回憶基本事實、回憶序列及回憶主題等錯誤類型。 2. 閱讀障礙學生在五個錯誤類型間有差異存在，在五個錯誤類型中回憶主題的功力較差。 3. 六年級閱讀障礙學生閱讀理解能力優於四年級與五年級。六年級閱讀障礙學生在字句增刪、字句修改、回憶基本事實、回憶主題的得分均明顯的優於五年級閱讀障礙學生，在回憶基本事實亦優於四年級閱讀障礙學生。 4. 性別不影響學生在五種錯誤類型上的表現。 5. 聽覺與視覺混合的施測方式在閱讀理解測驗的得分上較視覺性的施測方式佳，且在總分、回憶基本事實及回憶序列上的得分有差異存在。根據上述研究結果，本研究提出對教師及進一步研究之建議，以供未來研究之參考。 The purpose of this study was to investigate the error patterns of reading of students with reading disability from grades four to six and the differences of error patterns in different groups, grades, and sex. The subjects were 162 students with reading disability and 162 regular students. The main findings are summarized as follows: 1. Regular students had s significantly higher score then students with reading disability on the reading comprehension assessment. 2. Students with reading disability had significantly higher score both in "substitution" and "recall sequence" than in the "recall theme". 3. Students with reading disability in the sixth grade had a significantly higher score than those in the fifth grade in "omission and insertion", "substitution", "recall basic facts", "recall theme". Students with reading disability in the sixth grade had a significantly higher score than those in the fourth grade in "recall basic facts". 4. There was no significant difference in different sex on error patterns. 5. The test of visual-auditory method had a significantly higher score than the test of visual method in "total score", "recall basic facts", "recall sequence". 6. Students with reading disability had special reading habits in "reading process". According to the findings, some suggestions were proposed for education and future studies.
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机译：[[abstract]]本研究旨在探讨不同年级、性别的阅读障碍学生在阅读错误类型之差异情形，并与正常学生做比较，了解不同年级及组别在阅读错误类型得分的差异情形。研究样本以中部地区台中县、台中市、彰化县、南投县等四县市，国小四年级至六年级，每年级筛选出54名阅读障碍学生，共计162名，及在阅读障碍学生就读之学校筛选与阅读障碍学生智力相仿之正常学生每年级54名，错误类型研究样本共计324名学生。研究工具为自编之「国民小学阅读理解测验」，经过数位特教及心理测验专家审查、预试、试题分析及信效度考验等，编拟为正式题本，正式施测后并进行统计分析。研究的结果如下： 1. 正常学生在阅读理解测验的得分均高于阅读障碍学生，阅读障碍学生较正常学生易犯字句增删、字句修改、回忆基本事实、回忆序列及回忆主题等错误类型。 2. 阅读障碍学生在五个错误类型间有差异存在，在五个错误类型中回忆主题的功力较差。 3. 六年级阅读障碍学生阅读理解能力优于四年级与五年级。六年级阅读障碍学生在字句增删、字句修改、回忆基本事实、回忆主题的得分均明显的优于五年级阅读障碍学生，在回忆基本事实亦优于四年级阅读障碍学生。 4. 性别不影响学生在五种错误类型上的表现。 5. 听觉与视觉混合的施测方式在阅读理解测验的得分上较视觉性的施测方式佳，且在总分、回忆基本事实及回忆序列上的得分有差异存在。根据上述研究结果，本研究提出对教师及进一步研究之建议，以供未来研究之参考。 The purpose of this study was to investigate the error patterns of reading of students with reading disability from grades four to six and the differences of error patterns in different groups, grades, and sex. The subjects were 162 students with reading disability and 162 regular students . The main findings are summarized as follows: 1. Regular students had s significantly higher score then students with reading disability on the reading comprehension assessment. 2. Students with reading disability had significantly higher score both in "substitution" and "recall sequence" than in the "recall theme". 3. Students with reading disability in the sixth grade had a significantly higher score than those in the fifth grade in "omission and insertion", "substitution", "recall basic facts", "recall theme". Students with reading disability in the sixth grade had a significantly higher score than those in the fourth grade in "recall basic facts". 4. There was no significant difference in differe nt sex on error patterns. 5. The test of visual-auditory method had a significantly higher score than the test of visual method in "total score", "recall basic facts", "recall sequence". 6. Students with reading disability had special reading habits in "reading process". According to the findings, some suggestions were proposed for education and future studies.
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