The aim of this study is to investigate the changes in problem-solving abilities and learning attitudes of two elementary second graders after integrating picture books into problem-posing instruction and administering tests on addition and subtraction word problems. The case study approach was adopted; where two second graders, having difficulty in comprehending addition and subtraction word problems, were selected from the researcher¡¦s class. Both students were given addition and subtraction word problems problem-solving pretests and were interviewed afterwards to further analyze their problem-solving abilities and attitudes so as to refer to remedial instruction. After instructional activities came to an end, addition and subtraction word problems problem-solving posttests were then given. Students were interviewed to explore the changes in problem-solving abilities and learning attitudes. Data were collected by observations, interviews and collections of related documents (including two cases¡¦ addition and subtraction word problems pretest and posttest, problem-solving worksheets, problem-posing worksheets, learning diaries, researcher¡¦s teaching introspection record table, audio-taping, video-taping, etc.). The changes in cases¡¦ problem-solving abilities and learning attitudes were analyzed and the findings indicated were four. First, picture books create problem-solving context that can raise cases¡¦ learning motives. Second, with problem-posing process of all types of addition and subtraction word problems and practice, problem-solving abilities of the cases were improved in four dimensions (Being able to locate unknown in problem targets and the known conditions from word problems; being able to select appropriate schematic drawing and to identify its relationship with the problem; being able to set up equations; and, being able to examine whether answers were reasonable.). Third, the remedial instructions designed were able to raise cases¡¦ level of confidence in problem-solving. Fourth, implementing remedial instruction by integrating picture books into problem-posing instruction enables not only transforming one case¡¦s passive learning attitudes to positive but also maintaining the other case¡¦s original positive attitudes. The above four results indicated that implementing addition and subtraction word problems remedial instruction to two second graders by integrating picture books into problem-posing instruction helped to improve children¡¦s problem-solving abilities and learning attitudes. Implications on research and practice were also given.

To understand School Educators¡¦ attitude toward the Implementation of ¡§The Study of After School Remedial Program¡¨ in Tainan is main purpose of this study. The potential problems and improvement suggestions have been discussed in the study in hopes of providing the local education administration authorities, schools, and educators¡¦ valuable consultation. The research applies questionnaire investigation as the major research method. The survey on its existing problems and suggestive solutions is developed by the researcher. Questionnaires are distributed to school administration educators in 30 Tainan municipal junior high schools and elementary schools. 621 copies of questionnaires were distributed, 518 copies were collected, 506 copies are valid finally. Data is statistically analyzed for frequency, percentage, mean, and standard deviation in order to interpret demographics of survey respondents. According to the research outcomes, the major conclusions as followings: 1. The overall performance of remedial instruction classes fostered by the program in Tainan is acceptable¡C 2. School educators in general have positive point of views toward the solutions of remedial instruction classes fostered by the program. 3. They who never execute on remedial instructions feel the existing problems are serious than those who ever execute the program. 4. Aggressiveness at elementary schools is higher than it at municipal junior high in which existing more serious problems. Besides, small scale schools own higher aggressiveness with fewer problems than it at mid & large scale schools. 5. Among educators with various backgrounds at different school districts exist various thoughts on solution of the program. 6. Five factors on remedial instructions¡Glow enthusiasm of teachers¡Black of actual individual difference class grouping¡Blimitation of progress on higher grades¡Blimited class hours and short of craft and activity courses etc., must be faced and solved. 7. The most acceptable ways of solution on remedial instructions are acceptable earning¡Bmore teachers¡Bindividual difference class grouping¡Bresearch and develop teaching materials for remedial instructions and creating systematic diagnosis evaluation tools etc. According above discussions, this study made the following suggestions on future policy creating: 1. The education authorities should envisage educators¡¦ needs, offer solution and praise plans. Administration operation needs to focus on different school districts and various class grades by offering multi-methods promotion strategies. They should create systematic remedial instructions functions for receiving higher efficiency, and take elementary schools as the key target to implement remedial instructions. 2. The schools should reduce educators¡¦ difference on realization of the program by communication reinforcement, organize individual difference class grouping significantly to implement remedial instructions effectively; and promote students¡¦ learning desire by adding art, craft and activities courses. 3. The teachers should possess strategies and knowledge for remedial instructions to create teachers¡¦ professional image and behavior.

The literacy skills of students have become a significant concern among legislators and educators. The federal government has responded to this by enacting legislation that increases state accountability to provide evidence-based interventions to struggling readers. In response, the State of Florida has mandated mandatory retention for third-grade students who are at risk for reading failure. Third-grade students who do not pass the Florida comprehensive Assessment Test-Reading (FCAT) are retained. Students who score at Level 1 are retained, and students who scored at Levels 2 through 5 are promoted. Research has indicated that retention has been an ineffective intervention to improve academic performance. However, it is difficult to compare research findings with Florida’s current retention plan. Previous research has not delineated the intervention strategies that were utilized during the retention year. Florida requires that all students are provided evidence-based reading remediation. The purpose of this study was to explore the association of Florida’s model of student progression and academic achievement. More specifically, the study investigated the academic outcomes of third-grade students who scored within 10 scaled score points below the student progression achievement cut-off, attained a Level 1 designation in 2003 and were retained, and students who scored within 10 scaled score points above the student progression achievement cut-off, attained a Level 2 designation in 2003 and were promoted to fourth grade. Results indicated that 87% of the higher performing retained students subsequently scored at Level 2 or higher in 2004 while 67% of the promoted, low achieving student scored at Level 2 or higher in 2004. Furthermore, gender, SES and race were significantly associated with the reading outcomes of higher achieving retained and promoted, low achieving students. This study contributes to the literature by examining the outcomes of a retention model within a framework of academic remediation. In addition, the utility of high stakes testing and retention decisions were also examined. Future implications for research include direct comparisons of retained and promoted students, a longitudinal research design to examine the long-term effects of retention, and the identification of more effective services and intervention strategies to target at-risk students.

本研究在探討英語電子繪本教學對於國小學生在認字表現以及學習態度的影響。此研究以54位來自台中市四年級英語低成就的小學生為研究對象，他們分別來自7個不同的班級，這54位學生被分成實驗組跟對照組，兩組無論在數量、性別、背景以及認字表現上皆相似。實驗組實施電子繪本教學而對照組則實施紙本繪本教學，每週上課一次，經過16週的教學後，兩組皆進行認字表現測驗及施以英語學習態度問卷。蒐集測驗及問卷所得的資料以獨立樣本t檢定及相對樣本t檢定來進行統計分析，研究結果顯示實驗組及對照組在認字表現及學習態度皆有顯著差異，電子繪本組在認字表現測驗成績比紙本繪本組好，而且英語低成就學生在電子繪本教學後，學習態度有正向的改變。希望實驗的結果能幫助老師提升學生的認字能力並且廣泛推行英語電子繪本教學。最後，研究者根據實驗的結果，對未來研究方向提出一些建議。 / This study investigated the effects of the electronic storybook instruction on the word recognition performance of elementary school students. Additionally, the effects of the electronic storybook instruction on students’ English learning attitudes were explored. Fifty four fourth-grade underachievers selected from seven classes at an elementary school in Taichung City were the participants of this study. The participants were divided into two groups and they were matched based on the numbers, gender, background, and word recognition performance. The control group received picture book instruction, while the experimental group took electronic storybook instruction once a week. The Word Recognition Test and Learning Attitude Questionnaire were administered to both groups after the 16-week instruction. The data collected from pre-test, post-test, pre-questionnaire, and post-questionnaire were analyzed by an independent samples t test and a paired samples t test. The results showed there were significant differences between the two groups in their word recognition performance and English learning attitudes. The results presented that the underachievers receiving electronic storybook instruction performed significantly better than those who received picture book instruction on word recognition performance. Moreover, it was found that electronic storybook instruction positively changed the underachievers’ English learning attitudes. It is hoped that the findings will help teachers improve students’ word recognition ability and promote the widely adoption of electronic storybooks. Based on the findings of this study, some suggestions for the future research were offered at last.

本研究採行動研究，旨在探討如何設計出一套符合低成就學生需求的補救教學課程。實施對象為九年級六位體育班學生並選取其中兩位做深入的紀錄。地點為南部一所特偏國中，經歷十五週。研究結果如下: 第一，對低成就學生有幫助的教學設計應考量到: 1. 教材應就低成就學生程度而做適宜的改編。 2. 診斷學生學習困難之處並對症下藥，以提升學生學習信心。 3. 根據學生偏好的學習模式，課程應減少老師講課，多讓學生做活動。 第二，補救教學課程確實能幫助低成就學生學習，基於以下五點: 1. 師生互動頻繁。 2. 不必趕進度，學生做中學。 3. 學生告訴老師自己想學的東西，落實學習者中心的理念。 4. 友善環境下，學生逐漸培養出讀書習慣。 5. 活動多元，從各面向訓練學生英語能力。 第三，如何提供一套有效的補救教學課程，有以下三點發現: 1. 將課堂學習與學生的生活經驗相連結。 2. 學生主導自己的學習。 3. 提供支持的學習環境。 實施過程中面臨到最大的挑戰為學生時輟時學，搖擺不定的態度。因應方式為冷靜處理，堅持到底。 最後，根據研究結果，對教學與未來研究提出相關建議。 / This study adopted action research to explore how to design an effective remedial instruction based on the low-level students’ varied needs. This remedial English program was implemented to six ninth PE specialty graders, lasting for fifteen weeks in junior high school locating in the extremely rural area. The findings of this study are as follows: As the aspects of offering a helpful remedial instruction, first, the contents must be adapted to meet the low-level readiness levels. Second, the class can focus on students’ difficulties to enhance students’ confidence. Third, the teachers can reduce lectures to allow for activities based on the students’ leaning styles. The low-level students were proved to benefit from the remedial English class because first, there was lots of interaction between the students and the teacher. Second, the remedial class did not have to follow the fixed schedule, and the students could learn through participating in activities. Third, the students told their needs to the teacher. The learner-centered concept was carried out in this way. Fourth, the low-level students were provided with constant support and help, and they gradually cultivate study habits. Fifth, the remedial class offered diverse activities to develop students’ proficiency. After implementation, the researcher concluded three points to design an effective remedial instruction. First, connect the learning to students’ personal experience. Second, let the students take the active role. Third, create a support environment. In the process, the challenge was the students’ lax attitudes and inconsistency. The teacher solved the dilemma with reason and persistence. Finally, based on the findings, suggestions for teaching and future studies were discussed. Keywords: Remedial instruction, Low-level students, An effective instruction

The purpose of this study is to describe some students' own experiences and involvement of remedial instruction during year seven to nine in compulsory school in Sweden. My hope is that the study may contribute in possible ways of supporting students in reading and writing difficulties. The study is qualitative with a life-world approach. Data were collected through semi-structured interviews with four upper secondary school students. The study is retrospective and describes the students´ experiences and perceptions of remedial instruction. The result shows that all four students have their unique perspectives on reading and writing difficulties or dyslexia as a phenomenon. As individuals, they have positive experiences of support and individual teachers´ commitment. These students interviewed have in common an experience of struggling and fight to get their rights respected, and that this has consuming power and energy that otherwise could have been used in the learning process. / Syftet med denna studie är att beskriva några elevers egna upplevelser och deltagande av stödinsatser under svenska grundskolans årskurser sju till nio. Min förhoppning är att studien kan bidra med möjliga vägar att stödja elever i läs- och skrivsvårigheter. Undersökningen är kvalitativ med en livsvärldsansats. Data har samlats in genom halvstrukturerade intervjuer med fyra gymnasieelever. Studien är retroperspektiv och eleverna har sett tillbaka på sin grundskoletid och beskriver sina erfarenheter och upplevelser av det stöd de fick då. Resultatet visar att alla fyra eleverna har sitt unika perspektiv på läs- och skrivsvårigheter eller dyslexi som fenomen. Som individer har de positiva erfarenheter av stödinsatser och enskilda pedagogers engagemang. Gemensamt har eleverna en upplevelse av att ha fått kämpa för att få sina rättigheter tillgodosedda och att detta tagit kraft och energi som annars kunnat komma deras lärprocess till gagn.

英語簡單句的認知診斷模式測驗，具有積極的教育意義，其訊息可以協助國小學生瞭解自己，也可以幫助國中小學校進行補救教學，促進國中英語課程的銜接。本研究對象為429位基隆市國民小學六年級學生，自編具有英語簡單句六個認知屬性的試題及其相關影響因素的測量問卷，研究發現如下： 壹、古典測驗理論之試題分析探索題目和相關影響因素： 一、英語簡單句題目，具有內部一致性信度和選項誘答力。 二、英語簡單句題目，以2個或3個認知屬性的題目比僅有1個認知屬性的題目具有難度與鑑別度。 三、自我效能、內在動機題目，具有良好的建構效度和內部一致性信度。 貳、以認知診斷模式分析英語簡單句測驗： 一、對於不良試題，認知診斷模式和古典測驗理論之試題分析結果可相呼應。 二、英語簡單句題目以G-DINA模式進行分析較為適當。 三、DINA模式和G-DINA模式的分析結果，大致相同。 四、僅有1個認知屬性的題目，有較高猜測參數，可能需要再檢視Q矩陣結構或修改試題。 五、認知屬性中，人稱代名詞單複數的判斷之精熟程度最高，而現在式一般動詞在單數或複數人稱上的使用之精熟程度最低。 六、精熟組型中，有幾乎一半的學生均具備全部的認知屬性；但是，也有約略二成的學生不具備任一認知屬性。 參、女學生、有課後英語文課程、高自我效能和高內在動機者，具有較多認知屬性個數的精熟組型 最後，本研究根據研究結果，提出供教育相關當局與人員之教學與研究建議。

本論文主旨在探討以廣泛閱讀方式將電子書運用於國中英語補救教學的課程，對於英語補救教學學生在辨認字義、閱讀理解與英語閱讀態度的影響。文中亦探討學生在實行課程當中所面臨的困難與挑戰，以及對此課程之看法。本研究以六位來自新北市八年級英語補救教學學生為研究對象，每週上課一次為期26週，課程分兩階段進行。第一階段為上學期16週，採學生個人閱讀方式；第二階段則為下學期10週，加入同儕閱讀夥伴方式閱讀。兩階段課程之前後，分別以英語測驗作為前後測。而在本研究開始前及結束後，均對學生進行閱讀態度的量測，使用工具為Yamashita (2013)的第二語言閱讀態度量表。在全部課程結束後，所有學生須填寫關於本課程的問卷。 研究結果顯示在第二階段加入閱讀夥伴後，學生在辨認字義上有顯著進步。在閱讀理解方面則成效不明顯。而且，此課程對於補救教學學生在英語閱讀態度有正面影響。根據研究結果，本研究建議國中英語教師可妥善安排閱讀夥伴，以電子書廣泛閱 讀方式融入補救教學來提升學生的認字能力與英語學習態度。此外，本研究亦提供教師教學現場以及未來研究方向之建議。 / This study aims to investigate how e-book extensive reading as a remedial program (EERRP) affects English remedial learners’ word recognition, reading comprehension, and reading attitudes towards English. It also attempts to explore the difficulties and challenges met by the remedial students and their responses to the EERRP. Six eighth-grade remedial students at a junior high school in New Taipei City were participants in this study. The 26-week program was divided into two stages with one class period every week. Stage 1 included individual reading for the first 16 weeks and Stage 2 included pair reading with reading partners for the remaining 10 weeks. The Test of English Word Recognition and Reading Comprehension was administered to the remedial students as pre-test and post-test in both stages. The degree of changes in reading attitude was assessed by using the reading attitude scale (Yamashita, 2013) before and after the EERRP. At the end of the program, a post-study questionnaire was administered to each of the participants. The results showed that there was a significant difference in word recognition skills after the inclusion of reading partners in Stage 2. The effect was not quite as good for reading comprehension. Moreover, it was found that the EERRP had positive effects on the attitudes of the struggling EFL readers towards reading English. Based upon the findings, it is suggested that junior high school English teachers can make good use of reading partners and employ the EERRP to facilitate the word recognition skills and enhance the attitudes towards learning of struggling students. Pedagogical implications and suggestions for future studies are presented as well.

本研究旨在運用點讀筆輔助國中文言文補救教學，基於設計研究法迭代改進的過程，設計點讀筆輔助國中文言文補救教材及學習策略，並驗證其對於國文補救教學的效益。本研究以高雄市某國中二年級參與國文補救教學共6位八年級學生為研究對象，以設計研究法在教學實際現場基於學生學習過程中的質化觀測訪談紀錄，以及學習成效前後測與點讀筆內建學習歷程記錄等量化數據資料分析結果，進行包括準備（分析、設計）、執行（發展、實施）、評鑑（反省、產出）之循環迭代改進過程，以探究與發展結合點讀筆與紙本課文輔助文言文補救教學教材與學習策設計，為教師運用點讀筆發展文言文補救教學教材提供可行之實施模式。 結果顯示，本研究透過設計研究法發展出一套可有效輔以文言文補救學習之點讀筆搭配紙本教材與學習策略模式，並經由兩次循環修正歷程，產出一套較佳之點讀筆搭配紙本與學習策略模式之教材設計。本研究歸納在設計上應考量點讀的搭配性、自學的引導性、內容的適切性，並建立程序指引提醒，以發揮點讀筆搭配紙本輔助閱讀學習之功能。本研究產出之點讀教材，可透過碼點貼紙支援文言文學習所需之背景知識的補充、課文朗讀與背誦、文意理解、提出問題深入思考等學習需求，也搭配SQ3R學習策略流程引導，適合於學習者自學，並且可以進行重複學習，學生具有高度自主性，為學習落後學生搭建一有效之學習鷹架，培養學生帶得走的能力，為國文補救教學開創一有效且創新的學習模式。 / This study aims to apply digital pens to assisting in the literary Chinese remedial instruction in junior high schools. Based on the process of Design-based Research iterative improvement, the digital pen supported literary Chinese remedial teaching materials and learning strategies are designed, and the Chinese remedial learning efficiency is verified. Six G8 students in a junior high school in Kaohsiung City participating in the Chinese remedial instruction are studied. With Design-based Research, the qualitative observation and interview records of the students’ learning process and the quantitative data analyses of the pretest and posttest of learning performance and the digital pen built-in learning process records are preceded cyclic iterative improvement, including preparation (analysis and design), practice (development and implementation), and assessment (introspection and output) to explore and develop the design of digital pen supported and paper-based texts integrated literary Chinese remedial teaching materials and learning strategies. It is expected to provide a feasible model for teachers developing digital pen supported literary Chinese remedial teaching materials. The results show that an effective literary Chinese remedial instruction integrated with digital pen supported and paper-based materials and the learning strategies could be developed through Design-based Research. Furthermore, with two cyclic revision processes, the better digital pen supported and paper-based integrated material design and learning strategies could be generated. It is concluded in this study that the collocation of digital pen, the guiding for self-learning, and the content appropriateness should be taken into account of the design, and the procedural guideline reminder should be established to present the function of digital pen supported and paper-based reading learning. Through code stickers, the digital pen supported materials could supplement the required background knowledge for literary Chinese learning, text reading and recitation, content comprehension, and in-depth thinking with problems. With the guidance of SQ3R learning strategies, it is suitable for self-learning and could be proceeded repeated learning and the students present high autonomy so as to build a learning scaffold for the students fell behind in learning, to cultivate students with the abilities to take away, and to create an effective and innovative learning model for Chinese remedial instruction.

This applied dissertation assessed pairing undergraduate English courses as an innovative delivery method within developmental English courses. Developmental courses are remedial classes students take due to low standardized test scores. Developmental courses usually do not count for college credit. In this study, a developmental English course was paired with a college course. At times, this pairing method is also called a learning community. The study specifically discussed the effectiveness of pairing a developmental English course with the college credit English course next in the composition sequence for freshman college students. Paired courses were compared to the traditional model of 16-week semesters. This study was initiated due to low course completion rates of students taking a developmental course. The research reviewed indicated the challenges of developmental students and addressed possibilities regarding why students may not have finished courses. The literature review also offered research about course delivery. This study assessed whether or not pairing the two courses at the research location led to a higher course completion rate as compared to students taking the 2 courses in the traditional, separate 16-week semester.