课程本位测量对识字困难儿童的个案干预研究  

A Case Study of the Intervention by Curriculum-based Measurement in Children with Literacy Difficulties

作　　者：张旭[1] 段莹莹 

机构地区：[1]北京联合大学特殊教育学院,北京100075 [2]北京市朝阳区定福庄第一小学,北京100024

出　　处：《中国特殊教育》2010年第7期87-91,96,共6页Chinese Journal of Special Education

基　　金：北京市教育委员会社科计划项目"北京市小学生语文学习障碍课程本位测量题库的编制及试用"(项目批准号:SM201011417003)的课题成果

摘　　要：本研究以北京市某小学一例一年级识字困难儿童为研究对象,每周实施两次课程本位测量,持续10周。在此期间,根据课程本位测量信息调整教师干预策略。结果表明,干预后,被试的识字流畅性和正确率均有明显提高,说明课程本位测量是评估识字困难儿童和指导教师制定教学策略的有效工具。This article centers on a case study, in which a first-year primary school student in Beijing with literacy difficulties was given twice a week the curriculum-based measurement （CBM）. During the course of the 10-week CBM, the information acquired was used to adjust the teacher＇s instructional strategies. According to the results, the subject has made significantly remarkable progress in reading fluency and correctness, which indicates that the CBM system is an effective means of both assessing children with literacy difficulties and making teaching strategies.

关 键 词：课程本位测量 识字困难 个案研究 教育干预 

分 类 号：B842.3[哲学宗教—基础心理学]