閱讀研究議題六：介入反應的評估之建立和運用：4-6年級學生識字和理解能力之指標與發展曲線

The study follows the former project, pilot test, item analysis, and the analysis of replicated forms. Eight alternative forms for assessment of vocabulary and 6 alternative forms for assessment of passage comprehension are constructed with good reliabilities. The sampling was selected on the basis of the ratio of the primary students in different areas of Taiwan. Twenty schools and 42 classes for each grade are selected to participant in the progress monitoring of vacaublary and passage comprehension. There are six measures in total done from September, November, January, March, April and June. All the participants finishing six measures are selected into the analysisi of progress monitor. The first score of the participant’s vocabulary or passage comprehension is transformed into θ1 as the baseline competence by the multidimensional Rasch model. The second to sixth measurements score are transformed into growth value for each time plus baseline competence. The major finding of the progress monitoring of reading competence of G4 to G6 summarized as follows: 1. All the students of three grades show significantly growing curve in both vocabulary and passage comprehension. They are approved as linear growth curves. 2. They growth curves of students of three grades are non-significantly different. 3. Students were divided into low, intermediate, high competence on the basis of their performance of vocabulary or reading comprehension. The growth curves of the students in the three groups are non-significant, however, they are different in reading comprehension. 4. There are 1273 students from 13 junior high schools participating the progress monitor within the Chinese remediate program. Five- times measures of vocabulary and passage comprehension to monitory three group’s function. There is non-significant difference among three groups in vocabulary growth, however, reading comprehension shows significant growth curves.