| Summary: | 碩士 === 臺中師範學院 === 特殊教育與輔助科技研究所 === 92 === The purpose of this study is to investigate the effects of integrated word recognition strategy on word recognition of elementary school students with word recognition difficulties. The multiple probe across behavior design was utilized in this study. The baseline phase（A）conducted the test of effects on word recognition in advance to know the basic word recognition abilities of the subjects. The intervention phase（B）teaching treatments by integrated word recognition strategy, and made immediate effects evaluation. The maintain phase（F）made one-week, two-week and three-week maintain effects evaluation. The data were analyzed by using visual analysis and the C statistic.
The findings were concluded as follow:
The effects of integrated word recognition strategy on word recognition of elementary school students with word recognition difficulties,
1.”The word recognition performance ” has significantly immediate and short-term effects.
2.”Choosing the word with phonetic cue” has significantly immediate and short-term effects.
3.”Read the word display aloud ” has significantly immediate and short-term effects.
4.”Writing the word with phonetic cue ” has significantly immediate and short-term effects.
5.”Make vocabulary” has significantly immediate and short-term effects.
According to the aforementioned findings, application of these instruction to reading remedial instruction, the learning guidance and the further research were recommended.
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