字母拼讀教學法與K.K.音標教學對提升國中身心障礙資源班學生英語字彙認讀能力之比較研究

本研究之目的旨在比較字母拼讀教學法與K.K.音標教學對國中身心障資源班學生英語字彙認讀的學習成效。以三名國中資源班學生為對象，採單一受試實驗法之交替處理設計，自變項為字母拼讀教學方案及K.K.音標教學方案，依變項為一般字認讀、偽字認讀以及不規則字認讀的學習與保留成效差異，並以視覺分析與C統計進行資料處理，研究結果顯示：一、字母拼讀教學法與K.K.音標教學對提升國中身心障礙資源班學生英語一般字認讀的習得與維持成效，均未達明顯差異。二、字母拼讀教學法與K.K.音標教學對提升國中身心障礙資源班學生英語偽字認讀的習得與維持成效，均未達明顯差異。三、字母拼讀教學法與K.K.音標教學對提升國中身心障礙資源班學生英語不規則字認讀的習得與維持成效，均有明顯差異。　　綜合上述研究結果，提出教學及研究之建議，供教師及未來研究者參考。

關鍵字

字母拼讀法； K.K.音標；資源班；英語字彙認讀；單一受試

並列摘要

The purpose of this study is to comapre the effects of phonics and K.K. phonetics symbols on English vocabulary recognition ability of junior high school students in resource classroom.The participants are three junior-high-school students with intellectual or learning disabilities.The methodology is alternating treatment design of single subject research.The independent variables are phonics and K.K. phonetics symbols and the dependent variables consisting of English vocabulary learning and retention effects of regular words,nonsense words,and irregular words. Adopting the research approaches of graphic data analysis, visual inspection and C statistics, the results indicate that: The learning effect is not obvious. However, the learning and retention effects of phonics and K.K. phonetics symbols on irregular words are better than regular words and nonsense words. Based upon the results of this study, further discussion is addressed and suggestions for classroom teaching as well as future studies are proposed.