-
97
892097110
*
(1)(2)
(I)
()()
525152
t
_________________________________________________________________________________________________________________________
IINSC-87-2413-H-018-012-F5
-
98
67
73208390
87
1917James Hin-shewoodTorgesen, 1991
James Hinshewood
James Hinshewood
James HinshewoodTor-gesen, 1991; P.8
James Hinshewood1925Samual OrtonSamual Orton
-
99
p q b d saw wasnot tonSamual Ortonstrephosymbolia
Torgesen, 1991 Aaron Joshi1992
(1) (2) (3)(4) (5) (6) (7) (8)
(9)
Bond, Tinker, WassonWasson1994
(1)phonic decodingstructural decoding(2)
Samual Orton(3)
Bonddecod-ing(1) digdug(2)send sent(3) tack track(4) blind bind(5) lived was(6) a boy had a dog a boy a boy had a
dog(7) once there was once upon a time there was(8) a litter pig a pig(9)
15
67
7383
86
79Dr. Schmitt85Bateman, 19938184
-
100
79
T
Schmitt1996
1.
2.
3.
4.
5.
6.
81
123
Bateman (1993)
0=
1=
2=
3=
84
T
-
101
79
10-34
Dr. Abraham Schmitt
85
71123456
81
48141426
10 2
1 10 3 6 2107 3
46 13
Bateman, 1993
0123(1)(2)(3)(4) (5)(6) (7) (8)
-
102
84A 5 42 B 430 8 TtfF
T
Bateman, 1993
T
87
-
103
ABCA 18B 3 C 2
A 1438B 2 18 C217 ()(),
A B C
14 38 2 18 2 17 18 73
()
14 32 2 9 2 12 18 53
()
13 28 2 5 1 4 16 37
13 28 0 0 0 0 13 28
A 1328B C
A 13
1. /\
2. 3.
/ 4.
5.
6.
7.
8.
9.
10.
11.
-
104
12.
. 13.
525152
(1)
(2)
(3)
CBM(4)
251710
51
()
()
() ()
()
1.
0.70 2.
3. ()
-
105
0.70
4. () t
p
-
106
()
0.70
2%
205318
.
- #.
1.
1-1
1-2
1-3
()()
( )1853
()( ) ( )
()
0.70
()
t
p
-
107
315046 ()
() ()
t
At4.65p.000**Bt3.11p.003**AB
Ct=1.95p=.057
C29
() 81
A
11.7710.113.032.75
7
A 7
A
B
0.450.81 0 0 00
B 2 121328 B CA
0
1
2
3
4
5
6
7
8
9
1 0
0 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 4 1 6 1 7 1 8
-
108
87
()
()
()
() 52
()
86
8 85
81
-
109
87
16185-202 79
83
1629-35 67
2057-58 84
73
26(1)41-48
Aaron, P. G., & Joshi, P. M. (1992). Read-
ing problem: Consultation and reme-diation. New York, NY: The Guilford Press.
Bateman, B. (1993). LD identification. Special Ed-in-Law, 1, 47-50.
Bond, G. L., Tinker, M. A., Wasson, B. B., & Wasson, J. B. (1994). Reading dis-abilities: Their diagnosis and correction. Needham Heights, MA: Allyn &Bacon.
Lerner, J. (1981). Leaning Disabilities: Theo-ries, diagnosis, and teaching strategies (3rd
ed.), Boston, NJ: Houghton Mifflin Company.
Mercer, C. D. (1987). Students with Learn-ing Disabilities (3rd ed.). Columbus, OH: Merrill Publishing Company.
Torgeson, J. K. (1991). Learning disabili-ties: Historical and conceptual issues. In B. Y. L. Wong (Ed.), Learning about learning disabilities (pp.3-37). San Diego, CA: Academic Press.
-
110
Bulletin of Special Education 2000, 20, 97110 National Taiwan Normal University, Taipei, Taiwan, R.O.C.
THE REPORT OF DEVELOPING CHECKLIST OF LEARNING BEHAVIORS FOR CHILDREN WITH
CHINESE READING AND HANDWRITING DISABILITIES
Su-Jan Lin
National Changhua University of Educattion
ABSTRACT
The purpose of this study was to develop the checklist of learning behaviors for first to third graders with Chinese reading and handwriting disabilities. This checklist will serve as a screen test for children with Chinese reading and handwriting disabilities. In addition, this checklist also could provide the data for teacher to understand this childs learning situation at the Chinese Language class.
The content of this checklist was based on the first years finding of a three-year follow-up research. The result of this first year research was defined the learning characteristics in the Chinese language class for the students with reading and handwriting disabilities. The procedure of this research included the examination the pre-test, modified-test (I), modified-test (II) and formal test. The participants of this research included 52 children with Chinese reading and handwriting disabilities and 51 non- disabilities children. The 52 participants with disabilities were identified and placed in the resource room. All of the participants were first to third graders in four different elementary schools. This checklist included the observation in the regular classroom and the frequency checking of checklist. The correlation coefficient, t-test and discriminate analysis were used to analyze the data of this study.
The package of this checklist has two parts: observation record and checklist. The point 7 is the cutting-score of this checklist for discrimination the children with or without the characteristics of Chinese reading and handwriting disabilities. At last, this research provided three suggestions for the future research.
Key words: first to third graders, reading and handwriting disabilities of Chinese, checklist of learning behavior in the Chinese language classroom. screen test.
