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1
兒歌結合基本字帶字教學對國小識字困難學生識字學習成效之研究:The Effects of Nursery Rhymes Combining with Chinese Stem-Deriving Instruction toward Two Elementary School Students with Word-Recognition Difficulty
林玥妤 劉明松 Lin, Yue-yu; Liu, Ming-sung;
東臺灣特殊教育學報
14 2012.12[民101.12]
頁177-214
TCI引用統計
2
字族文結合圖解識字教學對國中中重度智能障礙學生識字學習成效之研究:The Effects on Word Recognition of Radical-Group-Text Teaching Method Combined with Visualizing Vocabulary on Junior High School Students with Moderate to Severe Intellectual Disabilities
劉明松 蔡侑芸 Liu, Ming-sung; Tsai, Yu-yun;
18 2016.12[民105.12]
頁67-102
3
CAI 與傳統教學對一位國小輕度智能障礙學童注音符號學習成效之研究:The Study of Effeteness of Computer Assisted Instruction and Traditional Teaching Method on Chinese Phonetic Symbols for an Elementary School Student with Mild Intellectual Disabilities
楊熾康 李芷穎 鍾莉娟 Yang, Chih-kang; Li, Jr-ying; Chung, Li-chuan;
12 2010.12[民99.12]
頁85-107