臺灣博碩士論文加值系統

閱讀能力是學習任何科目的基本能力，但是聽覺障礙學生的閱讀能力較一般學生低落許多，因此許多學者提出閱讀策略教學法，以增進聽覺障礙學生的閱讀能力。雖然閱讀策略教學法已有許多文獻在探討，但在實際進行教學活動會碰到的「溝通」問題還有很大的發揮空間。本研究即嘗試透過數位教室環境協助教學活動的進行，讓教師與學生之間的溝通與互動更加順利。本研究以國中二年級七位聽覺障礙學生進行實驗，從實驗結果發現數位教室環境能夠有效的協助教師與學生之間的溝通與互動，且本研究使用之教學法能夠提昇聽覺障礙學生之閱讀理解能力。

Reading was the primary means of acquiring skill and knowledge in other subject matters, but the hearing impaired students usually have lower reading comprehension ability. Although many studies focused on the pedagogy of reading strategy, there were fewer studies focus on the communication problem during the learning activity. This study tried to integrate a DCE (Digital Classroom Environment) with a pedagogy of reading strategy. Seven junior high school students with hearing impaired were chosen as research subjects. Result indicated that the DCE can improve the communication and interaction between teacher and students.

1. 緒論 6
1.1. 研究背景 6
1.2. 研究動機 7
1.3. 研究目標 8
1.4. 問題與對策 9
2. 文獻探討 11
2.1. 閱讀策略教學 11
2.2. 數位教室環境 13
3. 系統設計 15
3.1. 軟體建置 15
3.2. 硬體建置 15
3.3. 數位教室環境 16
3.4. 教師端系統 18
3.5. 學生端系統 21
4. 研究方法 22
4.1. 研究對象 22
4.2. 研究設計 23
4.3. 研究時程 26
4.4. 研究工具 27
5. 實驗結果與討論 29
5.1. 全班平均閱讀測驗正確率 30
5.2. 個人閱讀測驗正確率 31
5.3. 閱讀測驗中不同題型的正確率（全班） 34
5.4. 閱讀測驗中不同題型的正確率（個人） 35
5.5. 教學活動期間答題、互動狀況 41
6. 結論與建議 46
7. 參考文獻 47

中文部份：
毛連塭（民88）。特殊兒童教學法。台北市：心理。
朱經明（民84）。閱讀障礙與電腦輔助教學。特殊教育與復健學報，4期，153-161頁。
朱經明（民86）。特殊教育與電腦科技。台北市：五南。
朱經明（民88）。多媒體與身心障礙兒童。特殊教育季刊，72期，10-12頁。
吳潔芳（民84）。提昇聽障兒童閱讀能力之教學策略。19期國小特殊教育，68-71頁。
李玉琴（民88）。聽障兒童的學習困難與電腦科技的應用。特教園丁，15(2)。
李姿德（民92）。交互教學法對增進聽覺障礙學生閱讀理解能力之研究。國立台南師範學院：特殊教育學系碩士論文
李映伶（民91）。聽覺障礙學生閱讀理解策略之個案研究。臺中師範學院：國民教育研究所碩士論文
李禎祥（民84）。多媒體電腦科技在聽障學生的教學應用。特教園丁，11(1)。
林寶貴（民83）。聽覺障礙教育與復健。台北市：五南
林寶貴、錡寶香（民88）。「中文閱讀理解測驗」。台北：教育部特殊教育工作小組。
柯華葳（民88）。「閱讀理解困難篩選測驗」。台北市：教育部特殊教育工作小組。
高豫（民84）。電腦科技在特殊兒童的應用。教學科技與媒體，24期，16-24頁。
張蓓莉（民92）。聽覺障礙學生。聽障教育期刊，2期，7-17頁。
傅秀媚（民92）。融合班級中教學策略之應用（二）－交互教學法與過程本位教學法。臺中師範學院：特教論文集
曾世杰（民85）。聽障者閱讀困難的可能原因之一。特殊教育季刊，60期，17-20頁。
黃志成、高嘉慧、王麗美（民92）。特殊教育。台北市：揚智。
錡寶香（民85）。聽覺障礙學生的閱讀教學。特教園丁，11(4)。

英文部份：
Alfassi, M. (1998). Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes. American Educational Research Journal,35(2),309-332.
Alfassi, M.(1998). Reading for meaning: the efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. American Educational Research Journal, 35 (2), 309-332.
Al-Hilawani, Y. A. (2003). Clinical examination of three methods of teaching reading cComprehension to deaf and hard-of-hHearing Students: From Research to classroom applications. Oxford University Press.
Anderson R., Anderson R., Simon B., Wolfman S. A., VanDeGrift T., & Yasuhara K. (2004). Experiences with a Tablet PC Based Lecture Presentation System in Computer Science Courses. SIGCSE'04
Coley, J. D., DePinto, T., Craig, S., Gardner, R. (1993). From College to Classroom: Three Teachers' Accounts of Their Adaptations of Reciprocal Teaching. The Elementary School Journal,94(2),255-266.
Dole,J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: research on reading comprehension instruction. Review of EducationalResearch, 61, 239-264.
Jitendra, A. K., Hoppes, M. K., Xin, Y. P. (2000). Enhancing main idea comprehension for students with learning problems: The role of a summarization strategy and self-monitoring instruction. The Journal of Special Education, 34, 127-139.
Kelly, M.,Moore, D. W., Tuck, B. F. (1994) Reciprocal Teaching in a Regular Primary School Classroom. Journal of Educational Research, 88(1), 53-61.
Lederer, J. M. (2000). Reciprocal Teaching of Social Studies in Inclusive Elementary Classrooms. Journal of Learning Disabilities,33(1),91-106.
Liu, T.C., Liang J. K., Chan, T. W., Ko, H. W., & Yang J. C. (2003). Wireless and mobile technologies to enhance teaching and learning. Journal of Computer Assisted Learning,19,371-382.
Mastropieri, M. A., Scruggs, T. E. (1997). Best practices in promoting reading comprehension in students with learning disabilities: 1976 to 1996. Remedial and Special Education, 198, 197-213.
Mock, K.(2004). Teaching with tablet PC's. the Consortium for Computing Sciences in Colleges.
Palincsar, A. S., & Brown, A. L.(1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
Paris, S. G., Jacobs, J. E. (1984) The benefits of informed instruction for children's reading awareness and comprehension skills. Child Development,55,2083-2093.
Paris, S. G., Paris, A. (2001) Classroom applications of research on self-regulated learning. Educational Psychologist,36(2),89-101.
Perfetti, C. A., & Curtis, M. E. (1986). Reading. In Dillon R. F., & Sternberg R. J.(Eds.), Cognition and Instruction. London：Academic Press.
Pressley,M. , Johnson, C. J., Symons, S., McGoldric, J. A., & Kurita, J. A. (1989). Strategies that improve children's memory and comprehension of text. Elementary School Journal, 90, 3-32.
Roberson, L. (2001). Integration of computers and related technologies into deaf education teacher preparation programs. American Annals of the Deaf, 146(1).
Robertson, L., & Flexer, C. (1993). Reading development: A parent survey of children with hearing impairment who developed speech and language through the auditory-verbal method. The Volta Review, 95 (3), 253-261.
Shira, L. (2002) The power of clarifying:A comparative analysis of strategies that strengthen comprehension. Annual Meeting of the American Educational Research Association.
Traxler, C. B. (2000). The Stanfor Achievement Test, 9th Edition: National Norming and Performance Standards for Deaf and Hard-of-Hearing Students. Oxford University Press.