不同部件識字教學對國小智能障礙學生識字學習成效之比較研究

Difference Chinese Radicals Teaching on Students with Intellectual Disabilities in Elementary School

楊珮瑜(Pei-Yu Yang) ； 張世彗(Shih-Hui Chang)

《特教論壇》 23期 (2017/12) Pp. 1-31

https://doi.org/10.6502/SEF.2017.23.1-31

摘要

本研究旨在比較兩種不同部件識字教學對國小智能障礙學生識字學習之成效。本研究採交替處理設計，分別為「部件識字教學」及提供「課前預習的部件識字教學」進行交替介入。對象為三位國小智能障礙學生，同時針對識字學習成效進行立即與保留評量。所得資料以目視分析法進行分析，獲致下列結論：1.三位受試者在接受「提供課前預習的部件識字教學」下，識字學習立即和保留成效皆較「部件識字教學」佳。2.兩種部件識字教學皆能提高國小智能障礙學生識字學習表現的立即與保成效。

關鍵字

不同部件識字教學 ； 智能障礙學生 ； 識字成效

並列摘要

The major purpose of this study was to compare the effects of two difference Chinese radicals teaching on students with intellectual disabilities in elementary school. The methodology adopted in this study was alternating treatment design of single subject experimental, including initial baseline, alternating and the follow-up phase. Whit intervention, 2 instruction were conducted alternately. The experiment instruction was implemented for 6 weeks. The participants of this experiment were elementary school students with intellectual disabilities. The effectiveness of intervention was immediately, and one week later assessed. The date was analyzed by the method of visual analysis. The main findings were as follows: 1. As for the immediate effects, three student performed better in provide the pre-coursework study before the class. 2. As for the maintenance effects, three students performed better in provide the pre-coursework study before the class.

並列關鍵字

students with intellectual disabilities ； different teaching of Chinese radicals ； effect of word recognition

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