中文摘要 本研究是針對國民中學一年級學習障礙學生的聽覺記憶能力進行探討,目的是研究視覺提示與記憶集組兩種策略的介入對增進國一學習障礙學生聽覺記憶之成效何者顯著,以作為未來聽覺記憶訓練之有效策略,並提供特殊教育教師改善學障者學習效果而進行教學時之參考方向。 研究方法採單一受試實驗研究之交替處理設計,取樣方式採便利抽樣,研究對象為二位國中一年級學習障礙學生。研究工具以魏氏兒童智力量表第三版(WISC-Ⅲ)分測驗-記憶廣度、曾士杰編訂之工作記憶測驗以及錡寶香設計之特定型語言障礙兒童檢核表(聽覺記憶、聽覺理解)為前測;以陳美芳編訂之聽覺記憶測驗和研究者自編國一聽覺記憶測驗為後測;研究過程中以研究者自編國一聽覺記憶測驗進行形成性評量。 研究結果發現: (一) 視覺提示策略與記憶集組策略的介入對提升學生的聽覺記憶是有幫助的。 (二)視覺提示策略的增進效果是較記憶集組策略來得顯著。
Abstract The purpose of the study was to compare the effects on strategies of visual cues and chunking toward auditory memory of seven graders with learning disabilities. In order to implement the effective strategies of training auditory memory in the future, the study provided suggestions and reference direction to special educators while carrying on teaching. The methodlogy adopted alternating treatment design of single subject research treatment and convenience sample. The subjects were two seven-grade students with learning disabilities. Four instruments were used, included WISC-Ⅲ, the test of working memory, and the test of auditory memory. The findings were: (1) Strategies of visual cues and chunking were both effective to improve auditory memory. (2) The visual cues strategy was much more effective than chunking strategy.