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題 名 | 視覺式交互教學法對提升國中智能障礙學生閱讀理解成效之研究=The Effect of Visual Reciprocal Teaching on Reading Comprehension for Students with Intellectual Disabilities at Junior High School |
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作 者 | 羅碧媛; 唐榮昌; | 書刊名 | 惠明特殊教育學刊 |
卷 期 | 1:1 2014.04[民103.04] |
頁 次 | 頁25-51 |
分類號 | 529.62 |
關鍵詞 | 智能障礙; 視覺式交互教學法; 閱讀理解; Intellectual disabilities; Visual reciprocal teaching; Reading comprehensio; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討視覺式交互教學法對國中智能障礙學生閱讀理解能力的教學成效,比較學生在閱讀理解中字義理解與推論理解表現上的差異,研究方法採單一受試實驗設計模式中的跨受試多基線設計,研究對象為三位國中資源班之智能障礙學生。本研究結合視覺策略與交互教學法,採用交互教學中的ET-RT模式,於正式教學前先進行策略的指導,然後再實施對話教學。本研究經基線期、介入期及維持期之資料蒐集,並使用目視法加以分析,以瞭解視覺式交互教學法對國中智能障礙學生閱讀理解能力的教學成效,本研究發現如下:一、國中智能障礙學生接受視覺式交互教學法後,其整體閱讀理解的表現有立即的成效。二、國中智能障礙學生接受視覺式交互教學法後,其字義理解的表現有立即的成效,且在撤除實驗教學後兩周仍具維持效果。三、國中智能障礙學生接受視覺式交互教學法後,其推論理解的表現有立即的成效。四、在實施視覺式交互教學法時,國中智能障礙學生最常使用預測及提問的策略,較少運用澄清策略。 |
英文摘要 | The purpose of the study was to investigate the visual reciprocal teaching on reading comprehension for students with intellectual disabilities at junior high school in comparison with the differences between the students' performance of literal comprehension and inferential comprehension. The single-subject experimental design of multiple-baseline across individuals was used. Three students with intellectual disabilities at junior high school of a resource classroom participated in this experiment. This study combined visual strategies and reciprocal teaching, and the ET-RT model was used. The ET-RT model meant explicit teaching before reciprocal teaching. This study used baseline phase, the intervention phase and the maintenance phase of data collection, and used visual analysis to understand the effectiveness of the visual reciprocal teaching on reading comprehension for students with intellectual disabilities at junior high school. The findings were summarized as followed: 1. Visual Reciprocal Teaching has immediated effects to student with intellectual disabilities at junior high school. 2. Visual Reciprocal Teaching has improved the literal comprehension performance to student with intellectual disabilities at junior high school. After removing Visual Reciprocal Teaching for two weeks, the results were maintained. 3. Visual Reciprocal Teaching has improved the inferential comprehension performance to student with intellectual disabilities at junior high school. 4. During the Visual Reciprocal Teaching, the predicting and questioning for the most commonly used strategies, clarifying strategy was less used. |
本系統中英文摘要資訊取自各篇刊載內容。