意義化識字教學法對國小學習障礙學生識字成效探討

王韋鈞 ； 唐榮昌

《雲嘉特教期刊》 21期 (2015/05) Pp. 45-52

摘要

本研究旨在探討意義化識字教學法對國小學習障礙學生識字學習的影響，分別就學習障礙學生識字困難問題與意義化識字教學進行討論，透過意義化識字教學法理論基礎與教學方式來解決學習障礙學生在識字學習上的困難，並探討各學者針對意義化識字教學的研究結果。歸納各研究結論顯示意義化字教學對於學習障礙學生在認讀字、聽寫、理解字義和字型記憶皆有良好的成效與保留效果，但其記憶與學習策略目前並無統一之記憶方式，因此教材的編擬與使用時機仍是教學者必須考慮到的要素。希望可以提供意義化識字教學實施概況與建議。

關鍵字

學習障礙學生 ； 意義化識字教學法 ； 識字學習成效

並列摘要

This thesis aims to investigate the effect of Elaborated Instructional Strategy (EIS) on the word recognition for elementary school students with Learning Disabilities (LD). Respectively theoretical discussions for students with learning disabilities, EIS can resolve difficulties in word recognition. Through the EIS students with learning disabilities to resolve difficulties in word recognition, and explore the significance of the results for each academic study of EIS. The overall results of the study are as follows: EIS for students with LD to recognize and name words, dictation, understanding the meaning of words and font memory showed significant results and retention effect. However, there wasn't uniform mode to memory or learning strategy. This interview was intended to collect information on actual problems encountered and potential countermeasures taken during strategy making and educational practices, which may reflect the current status of EIS and provide further suggestions.

並列關鍵字

students with learning disabilities ； elaborated instructional strategy ； word recognition performance