| Summary: | 碩士 === 國立臺東大學 === 教育研究所 === 92 === The Comparsons Of Language-Listening related Abilities Between
reading-Disabled And Normal Students
Lee Yeuh E
Abstract
This study tried to examine the differences of language-listening related abilities in reading-disabled children and their control groups. The researcher compared mean differences of language-listening related tests between reading-disabled (RD) group and two control groups matched with age (age-matched, AM) and reading level (reading-level matched, RM). The researcher also explored associations between language-listening related abilities and Chinese character recognition and reading comprehension. The RD group was composed of 31 students, aged 9 to 12, who had severe difficulties in reading comprehension and Chinese character recognition. Observations, interviews, and related tests were conducted to make sure that children in RD group met a list of strictly defined RD criteria. Among the groups, demographic variables such as gender, social economic status, and class were controlled by careful case-by-case matching procedures. All participants received 4 tests (Lin, 2001), including listening memory, listening vocabulary, listening comprehension, and working memory. Scores of a Chinese character recognition test (Huang, 1999) and a reading comprehension test (Chen, 1999) were also collected as dependent measures.
The major findings are stated as follow:
1、With regard to listening memory, listening vocabulary, listening comprehension, and working memory, AMs significantly outperformed the RDs and RMs. There were not significantly differences between the RMs and RDs. These results indicated that language-listening related abilities couldn’t influence reading abilities.
2、In word-recognizing parts, AMs group had three testing items —listening vocabulary, listening comprehension, and working memory decision; RMs group had four testing item —listening vocabulary, listening memory, listening comprehension, and working memory decision. In reading comprehension parts, AMs group had three related items —listening memory, listening comprehension, and working memory; RMs group only had two related item —listening vocabulary and listening memory. Correlation analysis revealed that language-listening related abilities has stronger relationship with character recognition than with reading comprehension.
3、The language-listening related abilities can not predict the word recognition and reading comprehension abilities of the RDs. The listening vocabulary did accounted for the variances of character recognition between RDs and normal students(AMs and RMs) .
Theoretical and practical implications as well as suggestions for future researchers were discussed in the thesis.
Key words：language-listening related ability、 reading-Disabled student、reading ability
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