The Effects of the incorporating picture books into Limited Writing Instruction of Elementary Students with Learning Disability

• Main Authors: Yu-chen Lin, 林玉真
• Other Authors: Shih-yi Chan
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/18213290818991754461

碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 96 === The purpose of study is to explore the incorporating picture books into limited writing instruction on the writing performance of elementary students with learning disability through the pretest-posttest design with two nonequivalent groups of quasi-experimental design. There are twenty-four subjects in this experiment. They are fourth-grade and sixth-grade students with learning disability of elementary school in Kaohsiung City. The experimental groups receives the incorporating picture books into limited writing instruction. “Writing Ability Test”, “Composition Grade Scale”, and “Writing Attitude Scale “ are used to evaluate the students’ writing performance. In order to explore the effects of the incorporating picture books into limited writing instruction, the results of these data are analyzed by one-way ANCOVA and MANCOVA. Results of this study are concluded as follows: 1. In Writing Ability Test, there is a significant difference between experimental group and control group, and the experimental group’s scores were all higher than the control group. (1) The experiment group scores are significantly higher than the control group on the total score of writing performance. (2) The experiment group score is significantly higher than the control group on the subscore of “textual descriptive skills”. (3) The experiment group score is significantly higher than the control group on the subscore of “textual organizative skills”. (4) There is no significant difference between experimental group and control group on the subscore of “textual corrective skills”. 2. In Composition Grade Scale, there is a significant difference between experimental group and control group. (1) The experiment group scores are significantly higher than the control group on the total score of writing performance. (2) The experiment group score is significantly higher than the control group on the subscore of “the basic writing skills”. (3) The experiment group score is significantly higher than the control group on the subscore of “the textual organization”. (4) The experiment group score is significantly higher than the control group on the subscore of “the content of text”. (5) The experiment group score is significantly higher than the control group on the subscore of “the textual readability”. 3. In Writing Attitude Scale, there is a significant difference between experimental group and control group, and the experimental group’s scores were all higher than the control group. The results indicated that the incorporating picture books into limited writing instruction increased writing performance of students with learning disability. According to the findings above, the study also combines the conclusions and limitations to provide advices for practical teaching and future studies.