本質性研究敘說二位讀寫亞型的學習障礙學生，從小學階段安置資源班開始，一連串努力學習讀與寫的歷程。同為學習障礙的主角-大大與小小在普通教室相識，隨著讀寫困難的因緣在資源教室相知，彼此共學互勵。小學四年在資源教室的學習不但建立了他們讀寫的基本能力，也引發了他們挑戰自我障礙的決定，然終因其各自學障特質、學習態度與成敗歸因的差異，而在學習成就上有了不同的表現。高三這年，大大、小小面臨就學或就業的轉銜階段，回首自身讀寫的學習歷程，展望未來的學習之路，一個信心滿滿，一個徬徨躊躇。研究者在小學階段一路陪伴大大、小小在讀與寫的學習上下功夫，從一場已經發生的讀寫學習行動中，企圖理解學習障礙學生識字和寫字的學習問題並協助他們克服己身的讀寫困難，從而瞭解學習障礙者克服讀寫困難的方式。

This qualitative study describes the learning process of Da-da and Siao-Siao- who have learning disabilities. Both of them have suffered learning difficulties in reading and writing. They have made effort to learn to read and write in the resource classroom from the 3rd grade in elementary school. They have tried their best to learn to read and write in the past ten years. However, their achievements in learning were quite different because of the differences in learning character, learning attitude, and attribution of success or failure. They have made great progress in reading and writing, and even tried to challenge themselves to overcome their disabilities in leaning instead of taking the bypass way. In the last year of senior high school, Da-da is working hard for the Joint College Entrance Examination, but Siao-Siao was suspended from school for a year. As a researcher, I tried to figure out how does their strategy for solving the reading and writing problems. Furthermore, I have found that parents, teachers, and even the classmates play great roles in their learning, and have influences on it.

學習障礙; 讀寫障礙; 讀寫學習

learning disabilities; reading disabilities; writing disabilities