Abstract
The purpose of this study was to develop the checklist of learning behaviours for first to third graders with Chinese reading and handwriting disabilities.
The content of this checklist was based on the first year findings of a three-year follow-up research. The result of the first year research was defined the learning characteristics in the Chinese language classroom for the students with reading and handwriting disabilities. The procedure of this research was observing the participants' behaviours when they were learning Chinese language in the regular classroom. The observers had received pre-training and two times practice in the regular classroom. Based on the paper-pencil record of the classroom observation, the observers tallied the frequency in the checklist. The participants of developing this checklist included 31 RD students and 31 NRD students through first to third graders in four different elementary schools. The correlation coefficient, t-test and discriminate analysis were used to analyse the data of this study. The package of this checklist has three parts: teachers' recommendation list, observation record and checklist. The checklist includes three sections with total 53 items: teachers' instruction to whole group, the teacher focuses on target student and test situation. This checklist will serve as a screen test for the identification of children with reading and handwriting disabilities in Taiwan.
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