| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系 === 98 === The main purpose of this study was to investigate the current reading comprehension ability of vocational high school students with disabilities. It further explored the relationship between reading comprehension ability and individual internal factors, and also the relationship between reading comprehension ability and environmental external factors.
148 disabled students(including 12 hearing disabilities, 85 learning disabilities, 17 emotional disabilities, 14 autism) studying in the field of industry were selected from 26 public and private vocational high school. The subjects mentioned above had to take the reading comprehension test and the student background questionnaire both designed by the author. When analyzing the reading abilities of a single disability and comparing among the four disabilities, all subjects collected were analyzed together.
The major findings were as follows:
1. Current Reading Comprehension Ability
In general, the percentage of vocational high school disabled students’ correct responses is 50%, lower than the public vocational high school normal students (80%). These disabled students’ literal reading ability is better than their reading ability of critical inference, and their reading ability of critical inference is better than their reading ability of text-based inference. These disabled students’ reading abilities of the three levels mentioned above are worse than normal students’ reading abilities of the same three levels, especially the reading ability of critical inference. Additionally, disabled students’ the development pattern of the critical inference ability and the text-based inference ability is different from that of normal students. These disabled students’ expository reading ability is better than their narrative reading ability.
2. Relationship with individual internal factors
There is unobservable difference among the reading abilities of hearing-impaired, learning-disabled, emotional-disabled, and autism students. There is no significant difference among these students of different grades or different sex. Additionally, the overall reading abilities and other types of reading abilities of disabled students are not significantly related with their reading behavior, except for the critical inference which has low and positive relation with reading behavior.
3. Relationship with environmental external factors
(1)Family resources: There is observable difference among the reading abilities of students of different families’ social-economic status. Students of high families’ social-economic status are superior to students of low families’ social-economic status. Most family resources are not significantly related with the reading abilities of these students. Students having reference books do perform better than those who don’t have reference books.
(2)School resources: Students who knew the school library or had read the books recommended by their school do perform better than those who did not know or had never read. Students whose school had ever held reading activities or recommended books for students do perform better than those whose school had never held reading activities or recommended books. Students who had taken the resource classes in junior high school do perform better than those who did not take resource classes in junior high school.
In conclusion, environmental factors are far more closely related with the reading comprehension ability of vocational high school students with disabilities than individual factors. Among these environmental factors, more items of school resources are significantly associated with the reading ability of these students with disabilities than family resources.
According the aforementioned findings and the limitations of this study, the recommendations to educators and further researches were made.
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