| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩博士班 === 103 === The main purpose of this study was to investigate and analyze the relationship between reading fluency and working memory of ordinary students and reading disorder students in elementary schools. The samples in this study were 45 fifth and sixth grades of ordinary students in elementary school, as well as 38 reading disorder students; and the study tools adopted working memory test and Chinese reading comprehension test. The results were illustrated with descriptive statistics, t- test, One-way ANOVA, Pearson’s Product-Mount Correlation test and multiple regression analysis.
In accordance with the information to analyze the results, the findings of this study were as follows:
1.The working memory of different genders of elementary school students (central executive, phonological loop, visuospatial sketchpad) was not significantly different; the reading fluency of different sexes of elementary school students (narrative fluency, expository fluency) was significantly different, and through comparative analysis; it was found that the average performance of narrative reading fluency and expository reading fluency of girl students were higher than boy students.
2.The test results of ordinary students on” central executive”, “phonological loop” and “visuospatial sketchpad” were higher than reading disorder students. The average performance of ordinary students on narrative reading fluency and expository reading fluency was better than reading disorder students.
3.The reading fluency and working memory of narrative reading of ordinary students in elementary school (central executive, phonological loop, visuospatial sketchpad) was not significantly different; the reading fluency and working memory of narrative reading of reading disorder students in elementary schools (central executive, phonological loop, visuospatial sketchpad) was significantly different. The reading fluency and working memory of expository reading of ordinary students in elementary school (central executive, phonological loop, visuospatial sketchpad) was not significantly different. The reading fluency and working memory of expository reading on phonological loop and visuospatial sketchpad of reading disorder students in elementary school was significantly different; however, there was no significant difference on central executive.
4.The working memory and reading fluency (narrative fluency, expository fluency) of ordinary students and reading disorder students(central executive, phonological loop, visuospatial sketchpad) was significantly positive correlation; the level of working memory was higher, then the reading fluency was higher. The reading fluency could be effectively predicted by phonological loop of working memory of ordinary students in elementary schools . The reading fluency could be effectively predicted by visuospatial sketchpad of working memory of reading disorders students in elementary schools .
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