A Comparison Study of Language Comprehension Abilities between Mentally Ratarded in Special Classes and Institutions

• Main Authors: Chang, Mei-Tu, 張美都
• Other Authors: 盧台華
• Format: Others
• Language: zh-TW
• Published: 1994
• Online Access: http://ndltd.ncl.edu.tw/handle/42068658545294132398

碩士 === 國立臺灣師範大學 === 特殊教育研究所 === 82 === 　　The purpose of this study were: (1) to understand the effects on placement environment, age, and IQ of mentally retarded students, and (2) to analyze the language compre-hension abilities of the mentally retarded. 　　One hundred and twenty mentally retarded students at elementary and junior levels were selected from special classes and instiutions in Taipei area. Data were obtained through "Peabody Picture Vocabulary Test-Revised" and self-designed "Language Comprehension Test'', and analyzed by MACOVA, ANCOVA, MANOVA, ANOVA, and percentage analysis. The results of this study were as followed: 　　1.The ability of noun comprehension of the mentally retarded in special classes of the elementary and junior high schools were higher than those in instituitons, and also, the ability of noun comprehension of the mentally retareded in special classes at elementary level was higher than that at junior high level in institutions. 　　2.The comprehension abilities of Peabody Vocabulary, noun, adjective, verb, short context, and total language of the mentally retarded in junior high schools were significantly higher than those in elementary schools, but no significant difference was found between the two groups in the comprehension ability of sentance subtest. 　　3.In terms of the correct percentages, the comprenension abilities of Peabody Vocabulary, noun, adjective, verb, sentence, and short context of the mentally retarded in special classes were higher than those in institutions; junior high schools were higher than those in elementary schools. Moreover, the correct percentages in the above areas of the mentally retarded in elementary special classes were even higher than junior high students in institutions. 　　4.The comprehension abilities of Peabody Vocabulary, noun, adjective, verb, sentence, short context, and total language of the mildly and moderately retarded were significantly higher than those of the severely and profoundly retarded. 　　According to the results and research limitations of this study, some suggestions for placement environment, language instruction, and future studies were made.