Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation

• Main Authors: Kuan-Jung Chen, 陳冠蓉
• Other Authors: I-Hui WU
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/94858593370928362141

碩士 === 臺北市立教育大學 === 特殊教育學系碩士班身心障礙組(日) === 97 === Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation Kuan-Jung Chen This study was to examine the effectiveness of using picture books to implement radical recognition instruction on elementary Students with mild mental retardation. Single-subject A-B-A experimental design across subjects was employed. Participants were two elementary school students with mild mental retardation. Immediate effects and long-term effects of word recognition were examined. The independent variable was instruction of using picture books to implement radical recognition instruction. The dependent variable was students’ performance of word recognition. Data were collected by using observation and student interviews, and were analyzed through visual analysis method. Results found that using picture books to implement radical recognition instruction demonstrated significant immediate effects on improving the performance of word recognition. Long-term effects were found especially in the “Chinese-Character Puzzle” subtest. Suggestions for future related research were also provided.