澳門小學中文教師對閱讀障礙的了解之調查研究

This study aims to examine Macau Chinese primary school literacy teachers’
knowledge of dyslexia, and factors related to their knowledge. A total of 106 Chinese
literacy teachers from 62 primary schools completed the survey comprising the 29
item Teachers’ Knowledge of Dyslexia Scale. Results showed that primary school
Chinese literacy teachers in Macau held a moderate knowledge of dyslexia. Their
scores were highest on the Symptoms/Diagnosis dimension, followed by Treatment/Intervention and General Knowledge dimensions. Teachers had relatively
accurate knowledge of key behavioral characteristics of dyslexia (e.g., decoding
challenges, spelling difficulties), with some misconceptions about its neurobiological
foundations (e.g., deficits in phonological processing), and about effective intervention strategies. It was also found that teachers with longer teaching experience had a significantly lower score than some with relatively shorter teaching experience.
Teachers who had received training in dyslexia had a significantly higher score than
those who had not. Teachers who had taught students diagnosed with dyslexia had a
marginally significantly higher score than those who had not. Teachers also expressed
strong need for more practical professional training, such as approaches to early
identification,individualized instructional strategies,and correction of misconceptions. Implications for local training practices, limitations and future research directions were also discussed.

本研究旨在調查澳門小學中文科教師對閱讀障礙的了解程度及其影響因 素。澳門62所小學的106名中文科教師完成了問卷調查，其中包括29道題的《教 師閱讀障礙知識量表》。結果發現，澳門小學中文科教師對閱讀障礙的整體了解程度處於中等水平。在量表的三大維度中，「症狀/診斷」維度的表現最佳， 其次是「治療/干預」和「一般知識」。教師對閱讀障礙的主要行為特徵（如解碼困難、讀寫問題）認知較為準確，但對其神經生物學基礎（如語音處理缺陷）和有效干預方法存在誤解。研究還發現，教齡較長的教師答題正確率顯著低於教齡較短的教師；接受過閱讀障礙培訓的教師答題正確率顯著高於未接受 過培訓者；曾教過確診為閱讀障礙學生的教師答題正確率也邊緣顯著地高於未教過的教師。教師希望能獲得更多實用的培訓，強調培訓重點應放在「早期識別方法」、「個性化教學策略」和「糾正錯誤概念」等方面。基於研究結果， 研究者對本地培訓等給出了建議並對研究不足和未來研究方向做了進一步闡述。