本研究之目的在探討語意構圖教學法與文句脈絡教學法對增進國小中年級資源班學生閱讀理解表現之成效,進一步比較何種詞彙教學法的教學效果較佳,並了解維持效果。本研究以三位國小中年級資源班學生為研究對象,採單一受試研究法之交替處理設計方式進行實驗教學。自變項為語意構圖教學法和文句脈絡教學法二種詞彙教學活動;依變項則為閱讀理解表現,閱讀理解表現包含「了解基本事實」、「推論」、「比較、分析」、「摘取文章大意」等四個向度。在教學實驗過程中,收集三位學生在「自編國小中年級閱讀理解測驗」的答對率,以分析不同詞彙教學法的教學成效。 本研究結果如下: 一、語意構圖教學法能增進國小資源班學生閱讀理解表現。 二、文句脈絡教學法能增進國小資源班學生閱讀理解表現。 三、語意構圖教學法對增進國小資源班學生的閱讀理解之效果優於文句脈絡教學法,但成效穩定性不足。 四、語意構圖教學法對國小資源班學生的閱讀理解成效維持效果不佳。 根據上述結論,研究者分別對實務教學與未來相關研究提出具體建議。
The purposes of this study was to compare the effects on strategies of semantic mapping and context clues toward reading comprehension within three middle graders with disabilities. In this study, reading comprehension meant that comprehending facts explicitly stated in the text, making inferences, comparing and analyzing the facts stated in the text, and deriving main idea from the text. The methodology adopted an alternating treatment design of single subject research. The major findings were summarized as followings: 1.In general, all subjects performed better on their reading comprehension when using the strategies of semantic mapping and context clues. 2.The better effect of semantic mapping instruction than using context clues. 3.The effect of semantic mapping instruction was not stable and did not maintain long enough.