本研究旨在檢驗，對低成就兒童提供國語文補救教學，是否能提升其口語能力？實驗以小二低成就兒童為對象，實驗組28名，平均年齡91個月，接受密集的國語文補救教學方案，包括系統教導注音或識字能力，及強調口語討論的繪本教學；對照組26人，平均年齡89個月，接受學校提供的課業輔導。教學實驗進行76節，每節課45分鐘，研究發現：一、本補救方案能有效提升低成就兒童說故事的長度，實驗組的敘事長度，包括總字數、相異字數與總句數等項目，均顯著比對照組佳；二、實驗組兒童說的故事，其整體的故事結構層次比對照組佳。但若就個別的結構元素來看，則有部分元素沒有組間的差異。 With a quasi-experimental design， we examined the effect of a remedial reading program on low-achieving children’s narrative ability. Twenty-eight 2nd-grade students， averagely aged 91 months， were enrolled in the experiment group in which they received an intensive reading remedial program， whereas 26 students， aged 89 months， who received only regular after-class academic assistance provided by their schools. The experiment lasted for 16 weeks. A total of 76 45-minute teaching sessions was provided. In addition to the teaching of Chinese character recognition and the Chinese Phonetic Symbol， teachers in the remedial program used picture books to introduce comprehension strategies and story structure in a hope of improving children’s narrative expression. Children were asked to tell and retell stories after the presentation of pictureand orally-presented stories. The length and story structure of children’s narrative expression were collected as dependent measures. The results showed that a. the remedial program effectively increased the length of narrative expression of students. The experiment group significantly outperformed the controls on the total number of characters， number of different characters used， and number of sentences; b. With the pretest scores and IQ controlled by ANCOVA， the narrative expression of children in the experiment group also showed a better story structure， measured by the Scale of Story Structure， than did that of the controls during the recall trials， although not all individual elements of the story structure differed between groups.
教育與心理研究, 33(3),25-46 Journal of Education & Psychology