| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 99 === The purpose of the study is to compare the effects of concept mapping strategies (CMS) with traditional reading instruction (TRI) on the junior high school students with learning disabilities in the area of reading comprehension. This study adopted the alternating treatments design of single subject design method. The Experiment procedure was divided into 4 phases with A1-B-C-A2. The two ninth-grade participants with learning disabilities had difficulty in reading comprehension. Data were analyzed by visual analysis and effect size to find if concept mapping strategies have immediate and remaining effects on enhancing the score of the multiple choice reading comprehension test with expository text. Furthermore, the researcher analyzed the percentage of the performance of reading components in the reading test. The results of this study are as follows:
1. Both of the CMS and TRI have the positive and immediate effects on improving reading comprehension of the two participants.
2. CMS have better effects on the two participants’ performance in reading comprehension than TRI.
3. After taking the CMS for two weeks, the two participants showed insignificant remaining effects in reading comprehension.
4. For the two participants, both of the CMS and TRI have the positive and immediate effects on improving the performance of the reading components. However, the CMS has the remaining effects on enhancing the literal meaning comprehension, but the inferential comprehension.
5. Comparing the two instructions, for S1, CMS have better effects on enhancing the performance of both two reading components than TRI. For S2, CMS and TRI have similar effects on enhancing the performance of the literal meaning comprehension. On the other hand, CMS have better effects on enhancing the performance of the inferential comprehension.
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