| Summary: | 博士 === 國立臺灣師範大學 === 特殊教育學系 === 100 === There were three purposes of the research. The first one was to develop “The checklist for first-grade students for identification of learning disabilities. (CILD) ” The second one was to construct and evaluate the reliability and validity of the checklist. The third one was to analyze patterns of the learning problems of the first-grade students with learning disabilities.
The sample of the checklist for first-grade students for identification of learning disabilities consisted of 642 elementary school students in Taipei City, grade 1 to 6, including 384 general students, 67 students with suspected learning disabilities, 191 students with learning disabilities. Regarding the methods to process the data, they are listed as follows: Pearson product-moment correlation, nonparametric statistical test-Kruskal-Wallis one-way analysis of variance by ranks, discriminant analysis, point-biserial correlation, cluster analysis.
The following were summarized the major findings of this research:
1. CILD were composed of 58 items, which were divided into six major domains: attention, perception discrimination, memory, organization and thinking, expression, motor coordination。
2. The total scores were positive correlated with the domains scores on CILD, the values were.63～.81。
3. There are no significant differences between the total scores and domain scores on CILD of first-grade students with learning disability and with suspected learning disability. The first-grade students with learning disability and suspected learning disability gained higher total scores and domains scores on CILD than the normal ones.
4. The total scores on CILD can correctly discriminate 75.4% first-grade students with learning disability and normal ones(p<.01).
5. The Lower grade and Intermediate grade students with learning disability and suspected ones gained higher total scores and domains scores on CILD than the Higher grades ones. There are no significant differences between the total scores and domain scores on CILD of Lower grade and Intermediate grade ones.
6. The midterm exam scores of Chinese and math of first-grade students were negative correlated with the domain scores on CILD.
7. The total scores and domain scores on CILD of no learning problem students were lower than the ones of mild and severe learning problem.
8. The total scores on CILD can correctly discriminate 72.8% different degree learning problem students(p<.01).
9. The discrimination of different domain scores on CILD are listed as follows: attention 88.9%, perception discrimination 79.2%, memory 85.2%, organization and thinking 85.7%, expression82.3%, motor coordination79.0%.
10. The internal consistency coefficients of CILD ranged from.74～.88.The coefficients of interjudge reliability between two teachers ranged from .38 to .72。
11. The patterns of first-grade students with learning disability included four types: multiple and severe difficulties, multiple and mild difficulties, memory-sensory-motor, thinking-expression.
Implications for CILD were discussed and some suggestions were provided for future studies and instruction.
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