直接教學法對國小特教班學生識字學習成效之研究

The Study on Learning Effects of Direct Instruction on Literacy to Students with Disabilities from Elementary Special Class

黃凡珊(Huang, Fan Shan) ； 劉明松(Liu, Ming Sung)

《障礙者理解學刊》 17卷2期 (2021/01) Pp. 81-109

https://doi.org/10.6513/JUID.202101_17(2).0004

摘要

本研究旨在探討國小特教班學生以直接教學法進行識字之學習成效，研究方法採用單一受試A‐B‐M撤除實驗設計，以三位就讀苗栗縣某國小特教班學生為研究對象。經由每週四次直接教學法介入後，研究對象在「看字讀音」、「聽音選字」、「詞彙認讀」、「句子認讀」等方面識字學習表現，具有立即及保留成效，本研究結果及發現提供相關教育單位及人員之參考。

關鍵字

國小特教班 ； 識字學習 ； 直接教學法

並列摘要

The purpose of this study was to explore the learning effects of ＂Direct Instruction on literacy＂ to students with disabilities from elementary special class。The research method uses the A-B-A' withdrawal experimental design in a single subject design. The study was attended by three children with disabilities who were enrolled in a elementary school from special class in Miaoli County. After the ＂Direct Instruction＂ teaching, there were immediate and maintenance effects on literacy of phonics, literacy of words, literacy of vocabulary, and literacy of sentences to students with disabilities from elementary special class.

並列關鍵字

special class of elementary school ； effect of literacy ； direct instruction