國小二至六年級朗讀流暢度篩檢準確度及切截點分析
作者:蘇宜芬(國立臺灣師範大學教育心理與輔導學系)、張祐瑄(國立臺灣師範大學教育心理與輔導學系)、李孟峰(國立臺灣大學心理學系)、黃鈺茜(臺南市立土城高級中學)
卷期：61卷第4期
日期：2016年12月
頁碼：33-57
DOI：10.6209/JORIES.2016.61(4).02
摘要：
本研究主要目的是以閱讀的自動化理論為基礎，為國小二至六年級朗讀流暢度做篩檢準確度及最佳切截點分析。研究中，以閱讀理解答對率作為效標變項，朗讀流暢度z分數作為預測變項，然後採用「接受者操作特徵」（Receiver-Operating-Characteristic, ROC）分析，根據「ROC曲線下面積」之大小，來檢測採用朗讀流暢度篩檢因認字效能不足導致閱讀理解困難之學童的準確度。此外，也根據χ2值、命中率、敏銳度、錯誤拒絕率及錯誤接受率等數據，對朗讀流暢度做最佳切截點的分析。研究結果顯示，以朗讀流暢度來篩檢因認字效能不足導致閱讀理解困難的學童，具有中等的準確度。而且以二至六年級上下學期的資料而言，朗讀流暢度z分數最佳切截點都是-0.5。本研究也提供國小二至六年級上下學期的朗讀流暢度平均值資料，以供教育研究者及教師瞭解二至六年級學童認字效能平均成長情形之參考。
關鍵詞：切截點、朗讀流暢度、國小學童、閱讀理解、ROC分析
《詳全文》
參考文獻：
- 王文婷、蘇宜芬（2005，1月）。國小二年級學童認字自動化指標之研究。論文發表於台灣心理學會第四十四屆年會，桃園市。【Wang, W.-T., & Su, Y.-F. (2005, January). Indicators of automaticity in word recognition for second graders. Paper presented at the 44th annual meeting of the Taiwanese Psychological Association, Taoyuan, Taiwan.】
- 王天苗、廖華芳（2007）。嬰幼兒綜合發展測驗之判定準確度及切截點分析。特殊教育研究學刊，32（2），1-15。doi:10.6172/BSE200706.3202001【Wang, T.-M., & Liao, H.-F. (2007). Assessment accuracy and cut-off points of comprehensive developmental inventory for infants and toddlers (CDIIT). Bulletin of Special Education, 32(2), 1-15. doi:10.6172/BSE200 706.3202001】
- 王梅軒、黃瑞珍（2005）。國小課程本位閱讀測量方法之信度與效度研究。特殊教育研究學刊，29，73-94。doi:10.6172/BSE200509.2901004【Wang, M.-H., & Huang, R.-J. (2005). The reliability and validity of curriculum-based reading measures on elementary school students. Bulletin of Special Education, 29, 73-94. doi:10.6172/BSE200509.2901004】
- 吳宜貞（2007）。重複閱讀在教學的實用性。師友月刊，478，69-71。【Wu, Y.-C. (2007). The application of repeated reading. The Educator Monthly, 478, 69-71.】
- 林傑斌、林川雄、劉明德（2004）。SPSS 12統計建模與應用實務。臺北市：博碩文化。【Lin, J.-B., Lin, C.-X., & Liou, M.-D. (2004). Statistic module and application of SPSS 12. Taipei, Taiwan: DrMaster Press.】
» 展開更多
- 王文婷、蘇宜芬（2005，1月）。國小二年級學童認字自動化指標之研究。論文發表於台灣心理學會第四十四屆年會，桃園市。【Wang, W.-T., & Su, Y.-F. (2005, January). Indicators of automaticity in word recognition for second graders. Paper presented at the 44th annual meeting of the Taiwanese Psychological Association, Taoyuan, Taiwan.】
- 王天苗、廖華芳（2007）。嬰幼兒綜合發展測驗之判定準確度及切截點分析。特殊教育研究學刊，32（2），1-15。doi:10.6172/BSE200706.3202001【Wang, T.-M., & Liao, H.-F. (2007). Assessment accuracy and cut-off points of comprehensive developmental inventory for infants and toddlers (CDIIT). Bulletin of Special Education, 32(2), 1-15. doi:10.6172/BSE200 706.3202001】
- 王梅軒、黃瑞珍（2005）。國小課程本位閱讀測量方法之信度與效度研究。特殊教育研究學刊，29，73-94。doi:10.6172/BSE200509.2901004【Wang, M.-H., & Huang, R.-J. (2005). The reliability and validity of curriculum-based reading measures on elementary school students. Bulletin of Special Education, 29, 73-94. doi:10.6172/BSE200509.2901004】
- 吳宜貞（2007）。重複閱讀在教學的實用性。師友月刊，478，69-71。【Wu, Y.-C. (2007). The application of repeated reading. The Educator Monthly, 478, 69-71.】
- 林傑斌、林川雄、劉明德（2004）。SPSS 12統計建模與應用實務。臺北市：博碩文化。【Lin, J.-B., Lin, C.-X., & Liou, M.-D. (2004). Statistic module and application of SPSS 12. Taipei, Taiwan: DrMaster Press.】
- 洪儷瑜、陳秀芬、王瓊珠、張郁雯（2012）。常用字流暢性測驗編製研究。測驗學刊，59（2），247-276。【Hung, L.-Y., Chen, H.-F., Wang, C.-C., & Chang, Y.-W. (2012). Construct study of the assessment of sight-word reading and fluency. Psychological Testing, 59(2), 247-276.】
- 洪儷瑜、張郁雯、王瓊珠、陳秀芬（2006）。識字量評估測驗。臺北市：教育部特殊教育小組。【Hung, L.-Y., Chang, Y.-W., Wang, C.-C., & Chen, H.-F. (2006). Assessment test of Chinese character lists for graders. Taipei, Taiwan: Department of Student Affairs and Special Education, Ministry of Education.】
- 柯華葳（2010）。閱讀理解教學。載於王瓊珠、陳淑麗（主編），突破閱讀困難：理論與實務（pp. 167-185）。臺北市：心理。【Ko, H.-W. (2010). Instructions of reading comprehension. In C.-C. Wang & S.-L. Chen (Eds.), Overcoming reading difficulties: Theories and practical applications (pp. 167-185). Taipei, Taiwan: Psychological.】
- 柯華葳、詹益綾（2006）。國民小學二至六年級閱讀理解篩選測驗。臺北市：教育部特殊教育小組。【Ko, H.-W., & Chan, Y.-L. (2006). Reading comprehension screening test for second to sixth graders. Taipei, Taiwan: Department of Student Affairs and Special Education, Ministry of Education.】
- 陳惠琴、楊憲明（2008）。國小學童文本朗讀速度分析之研究。特殊教育與復健學報，18，1-30。【Chen, H.-C., & Yang, H.-M. (2008). A study on oral reading rate in elementary school students. Bulletin of Special Education and Rehabilitation, 18, 1-30.】
- 葉靖雲（1993）。課程本位閱讀測驗的效度研究。特殊教育學報，8，273-323。【Yeh, C.-Y. (1993). The validity of curriculum-based reading measures. Journal of Special Education, 8, 273-323.】
- 葉靖雲（1998）。課程本位閱讀測驗的效度研究。特殊教育與復健學報，6，239-260。【Yeh, C.-Y. (1998). The validity of curriculum-based reading comprehension tests. Bulletin of Special Education and Rehabilitation, 6, 239-260.】
- 路君約（1989）。心理測驗（上冊）。臺北市：中國行為科學社。【Lu, C.-Y. (1989). Psychological testing (Vol. 1). Taipei, Taiwan: Chinese Behavioral Science Corporation.】
- 蘇宜芬（2004）。閱讀理解的影響因素及其在教育上的意義。教師天地，129，21-28。【Su, Y.-F. (2004). Sources of individual differences and its educational implications in reading comprehension. Teacher’s Chamber, 129, 21-28.】
- 蘇宜芬、洪儷瑜、陳心怡、陳柏熹（2015）。閱讀理解成長測驗（四至六年級版）。臺北市：中國行為科學社。【Su, Y.-F., Hung, L.-Y., Chen, H.-Y., & Chen, P.-H. (2015). Progress monitoring test of reading comprehension for grade 4-6 students. Taipei, Taiwan: Chinese Behavioral Science Corporation.】
- 蘇宜芬、陳柏熹、洪儷瑜（2010）。閱讀理解成長指標之建立。臺北市：國立臺灣師範大學教育評鑑與發展研究中心。【Su, Y.-F., Chen, P.-H., & Hung, L.-Y. (2010). Development of indicators for progress monitoring on reading comprehension. Taipei, Taiwan: Center for Educational Research and Evaluation, National Taiwan Normal University.】
- 蘇宜芬、陳學志（2007）。認字自動化指標之建立與信效度研究。教育心理學報，38（4），501-514。doi:10.6251/BEP.20070125【Su, Y.-F., & Chen, H.-C. (2007). Indicators of character decoding automaticity: Reliability and validity. Bulletin of Educational Psychology, 38(4), 501-514. doi:10.6251/BEP.20070125】
- Chall, J. (1996). Stages of reading development (2nd ed.). Orlando, FL: Harcourt Brace.
- Daane, M. C., Campbell, J. R., Grigg, W. S., Goodman, M. J., & Oranje, A. (2005). Fourth-grade students reading aloud: NAEP 2002 special study of oral reading (NCES 2006-469). Washington, DC: National Center for Educational Statistics, U. S. Department of Education, Institute of Education Science.
- Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219-232.
- Ekwall, E. E., & Shanker, J. L. (1993). Reading inventory (3rd ed.). Boston, MA: Allyn & Bacon.
- Fuchs, L. S., Fuchs, D., Eaton, S., & Hamlett, C. L. (2000). Relation between reading fluency and reading comprehension as a function of silent versus oral reading mode. Unpublished manuscript.
- Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Study of Reading, 5(3), 239-256. doi:10.1207/S1532799XSSR0503_3
- Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9(2), 20-28. doi:10.1177/074193258800900206
- Hoover, H. D., Dunbar, S. B., & Frisbie, D. A. (2001). Iowa tests of basic skills. Itasca, IL: Riverside.
- Jenkins, J. R., Fuchs, L. S., Espin, C., van den Broek, P., & Deno, S. L. (2000, February). Effects of task format and performance dimension on word reading measures: Criterion validity, sensitivity to impairment, and context facilitation. Paper presented at the Pacific Coast Research Conference, San Diego, CA.
- Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95(4), 719-729. doi:10.1037/0022-0663.95.4.719
- Johns, J. L. (1997). BASIC reading inventory: Pre-primer through grade twelve and early literacy assessments (7th ed.). Dubuque, IA: Kendall/Hunt.
- LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323. doi:10.1016/0010-0285(74)90015-2
- Leslie, L., & Caldwell, J. (2006). Qualitative reading inventory-4: A valid research-based measure of reading improvement. Boston, MA: Allyn & Bacon.
- National Institute of Child Health and Human Development. (2000). Report of the national reading panel: Teaching children to read (NIH publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
- Norman, D. A., & Bobrow, D. G. (1975). On data-limited and resource-limited processes. Journal of Cognitive Psychology, 7(1), 44-64. doi:10.1016/0010-0285(75)90004-3
- Perfetti, C. A. (1985). Reading ability. New York, NY: Oxford University Press.
- Posner, M. I., & Snyder, C. R. R. (1975). Attention and cognitive control. In R. L. Solso (Ed.), Information processing and cognition: The Loyola symposium (pp. 55-85). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Rathvon, N., (2004). Early reading assessment: A practioner’s handbook. New York, NY: Guilford Press.
- Rice, N. K. (1981). The relationship between oral reading fluency and other reading behaviors among first-grade children (Unpublished doctoral dissertation). Michigan State University, Lansing, MI.
- Samuels, S. J. (1988). Decoding and automaticity: Helping poor readers become automatic at word recognition. The Reading Teacher, 41(8), 757-760.
- Samuels, S. J. (1997). The method of repeated readings. The Reading Teacher, 50(5), 376-382.
- Samuels, S. J. (2002). Reading fluency: Its development and assessment. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 166-183). Newark, DE: International Reading Association.
- Schwanenflugel, P. J., Meisinger, E. B., Wisenbaker, J. M., Kuhn, M. R., Strauss, G. P., & Morris, R. D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41(4), 496-522. doi:10.1598/RRQ.41.4.4
- Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing: Perceptual learning, automatic attending, and a general theory. Psychological Review, 84(2), 127-190. doi:10.1037/0033-295X.84.2.127
- Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32-71. doi:10.2307/747348
- Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of word reading efficiency. Austin, TX: PRO-ED.
- Taylor, B., Harris, L. A., Pearson, P. D., & Garcia, G. (1995). Reading difficulties: Instruction and assessment (2nd ed.). New York, NY: McGraw-Hill.
- Valencia, S. W., Smith, A. T., Reece, A. M., Li, M., Wixson, K. K., & Newman, H. (2010). Oral reading fluency assessment: Issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270-291. doi:10.1598/RRQ.45.3.1
Journal directory listing - Volume 61 (2016) - Journal of Research in Education Sciences【61(4)】December
Assessment Accuracy and Cut-Off Points of Oral Reading Fluency for Grade 2-6 Students
Author: Yi-Fen Su (Department of Educational Psychology and Counseling, National Taiwan Normal University), You-Hsuan Chang (Department of Educational Psychology and Counseling, National Taiwan Normal University), Meng-Feng Li (Department of Psychology, National Taiwan University), Yu-Chien Huang (Tainan Municipal Tu Cheng High School)
Vol.&No.：Vol. 61, No. 4
Date：December 2016
Pages：33-57
DOI：10.6209/JORIES.2016.61(4).02
Abstract：
This study evaluated the assessment accuracy of oral reading fluency. Additionally, this study focused on determining the cut-off point for identifying poor reading comprehension caused by low decoding efficiency in students of grades 2-6. Receiver operating characteristic (ROC) analysis was adopted to evaluate the assessment accuracy of oral reading fluency. The area under the curve (AUC) of the ROC indicated that oral reading fluency exhibited medium accuracy in screening. Based on analyses of χ2, the hit rate, sensitivity, false negative rate, and false positive rate, a z score of oral reading fluency below -0.5 was identified as the optimal cut-off point for screening students with poor reading comprehension caused by low decoding efficiency. In addition, the mean scores of oral reading fluency for students in grades 2-6 are provided to inform teachers and researchers of the level of oral reading fluency in elementary-school students.
Keywords：cut-off points, elementary-school students, oral reading fluency, reading comprehension, receiver operating characteristic analysis