The follow-up survey of Chinese phonetic symbols remedial instruction for the first-grade low achievers

• Main Authors: Hsi-Yu Wang, 王熙瑜
• Other Authors: Shih-Jay Tzeng
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/zdq78y

碩士 === 國立臺東大學 === 特殊教育學系碩士班 === 96 === This thesis summarized the major findings from a follow-up survey which incorporated a first-grade intervention. There were 133 participants in this study while 69 in the experimental group, and 64 in the control group. Students in the experiment group received 4 hours Chu-Yin-Fu-Hao (Chinese phonetic symbols) remedial instruction per week for 16 weeks in the second semester of their first year in schools. The other students in the control group received whatever remedial assistance was offered by their schools over the same time period. These students were again assessed at the middle of second-grade. Curriculum-based measurement and tests of Chu-Yin- Fu-Hao, Chinese characters recognition, and reading comprehension were used to evaluate their academic performance, abilities of Chinese phonetic symbols, and reading comprehension. The main results are as three folds. 1. The effects of Chu-Yin- Fu-Hao remedial instruction lasted 6 months after the end of the program. The Chu-Yin- Fu-Hao mean score of the experimental group significantly outperformed that of the control group. 2. The effect on the improvement of Chu-Yin- Fu-Hao was not transferred to the abilities of Chinese character recognition and reading comprehension. 3. The experiment and control groups did not show any significant difference on the CBM tools. From the questionnaires reported by the teachers, students in the experiment group are benefited from this long-term and intensive remedial program.