The purpose of this study is to determine the effect of a teaching technique which involves grouping of students on their ability in reading for the improvement of reading in the school.

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Thesis (Ph. D.(Psychotherapy))--University of Pretoria, 2004. / Includes bibliographical references (leaves 188-205).

A series of syntheses and consensus reports provides converging evidence regarding effective reading instruction (e.g. NICHD, 2000; Snow, Burnes & Griffin, 1998; Swanson & Hoskyn, 1998). However, findings from recent observation studies of reading instruction provided to students with learning disabilities (LD) are disappointing, with few scientifically based reading instructional components observed (e.g. Vaughn, Moody & Schumm, 1998; Moody, Vaughn, Hughes & Fischer, 2000). In addition, since 2001, only one observation study of reading instruction for students with LD has been published (Rieth, Bryant, Kinzer, Colburn, Hur, et al., 2003), and only two such dissertations (Brasnahan, 2001; Kethley, 2005) have been completed, all three of which were conducted in classrooms for students in middle or high school. Thus, no observation study of reading instruction for elementary students with LD has been published in the past seven years. Within this timeframe, however, systematic and wide-spread efforts have been made to bridge the gap between research and practice in the area of reading instruction (see Reading First Teacher Education Network at www.rften.org). The purpose of this study was to document the extent to which effective reading instruction was provided to students with LD served in the resource room setting. The amount of student and teacher text reading, grouping strategies used, and student achievement over the course of one semester was examined as well. Ten special education resource room teachers were observed during the spring academic semester. Information was gathered through direct observation and standardized measurement of student academic outcomes. All observations were conducted during reading instructional time. Results indicated a range of scientifically based reading instruction of average to high average quality. Students made no stastically significant growth on more distal measures of reading achievement. However, statistically significant growth was detected in oral reading fluency using passages one grade level below student assignment. / text

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本論文以「實施國中補救教學師資精進計畫之分析—以新北市國中國文科為例」為主題，旨在探究新北市政府與國立臺灣師範大學共同合作之國中補救教學師資精進計畫之現況、困境及相關建議。資料蒐集主要採取文件分析法及訪談法，結論如下： 一、參與教師年資偏低、正式教師比例僅佔一半，教師延續參加的比例偏低。 二、教師肯定師訓之精神及其辦理成效，但對偏遠學校有交通不便的困擾，也會干擾教師本身工作之進行。 三、教師能學會補救教學相關專業知能，並能活用教學技巧於其他教學場域，但備課時間過長成為教師之負擔。 四、學生學習成效在動機及語文能力部分有所進步，但很難有立即的成效。 五、政策本身缺乏強制性，造成在學生編班、教師招募、行政執行上有所困難。 最後依據研究結果提出具體建議，提供教育行政機關、學校及未來研究之參考。 / The purpose of the study is to investigate the topic-the analysis of qualified teachers of the EOQEDS' implementation. Take the major subject of Chinese Literature as an example. The main point is to discuss the current situation, difficulties and suggestions of the EOQEDS cooperated by New Taipei City Government and National Taiwan Normal University. The methods of data collection are adopted by the analysis of documentary and interview survey and the results are as follows: 1.Participating teachers have less seniority; the proportion of formal teachers is only half of the group; the proportion of teachers continuing participating in the group is relatively low. 2.Teachers agree with the spirit of EOQEDS and with the effect of EOQEDS' practice. However, teachers working in remote schools are sometimes annoyed by the inconvenient transportation problems, which may also interfere the process of teaching. 3.Teachers can acquire knowledge related to remedial teaching and utilize skills of teaching to other education fields, but it is a burden that preparation of teaching sources and materials takes too much long time. 4.The effects of the student’s learning are promoted on the motivation and the abilities of the literature, but it takes too long time to be revealed. 5.Policies themselves lack power of compulsory. As a result, it is difficult to group students into class, to hire teachers, and to execute education administration. According to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration, junior high schools and the research in the future.

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The purpose of the investigation was to examine the effect of training on the use of morphology and syntax of language delayed children. Performance with no instruction was compared to performance with two methods: (1) a Standard Remedial Instruction Approach and (2) the Individualized Instruction Approach. The intent was to determine if a standard method would be superior to no instruction; and then, if individualization of training procedures, based on a functional analysis of the child's approach to learning tasks, would facilitate progress over what might be achieved with the standard method. Finally, a follow-up test was done to check if skills were maintained. Three language delayed children in a Primary Resource Classroom served as the subjects. A multiple baseline across subjects design was employed, with a sequential multiple intervention component added. Using each subject as his own control, his performance was compared across adjacent phases. Instructional phases were introduced to subjects in a staggered fashion rather than at the same time to test the power of each intervention. The method chosen as the Standard Remedial Instruction approach was the Interactive Language Development Teaching method. The Individualized Instruction approach was devised from a functional analysis. Diagnostic teaching provided the means for doing the functional analysis, during which the child's responsiveness to varied stimulus, response, affective and cognitive dimensions of tasks was observed. Performance under the different phases of the study was measured by experimenter-made criterion referenced tests on the specific language forms being taught. Each test required a degree of generalization since novel stimulus materials were used. Visual analysis of the data was facilitated by use of trend lines made by the method of least squares, to determine changes between phases. Trend lines of adjacent phases were compared in terms of level and slope. The procedures described above yielded the following results: (1) All three subjects showed notable improvement in performance with Standard Remedial Instruction as compared to Baseline performance; (2) All three subjects displayed some improvement with Individualized Instruction over Standard Remedial Instruction, but by trend analysis, only one exhibited marked improvement; and (3) The performance of two subjects on follow-up testing was commensurate with the level of performance obtained during Individualized Instruction. The findings of the study indicate that, within the context of the public schools, improvement in morphology and syntax of language delayed children is dependent upon the use of systematic language instruction. Provision of such instruction, and the establishment of more efficient screening procedures for identifying expressive syntax problems, therefore seem warranted. If a standard remedial instruction program does not seem to be effective, an individualized program may be needed. A functional analysis of the child's learning characteristics appears to provide a sound basis from which to develop an individualized program. Speech and language clinicians, thereby, could increase their effectiveness by learning to conduct a functional analysis. The study further documents the promise of time-series research for use with a handicapped population. A public school system could use such a design to evaluate methods or programs. It would be relatively easy and inexpensive to conduct. A limitation of the particular design used for this study was that the effect of method two could not be separated from the effect of method one since it was always preceded by method one. An alternation of methods could alleviate the problem. A study of this type has minimal significance by itself but in a series can make a contribution.

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