The study of the Effectiveness of Multisensory Teaching for Students with Difficulties in Phonetic Symbols Learning

• Main Authors: Chiu Li-Ting, 邱莉婷
• Other Authors: Wang Ming-Chan
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/26020653993828042421

碩士 === 國立臺東大學 === 教育學系(所) === 101 === The purpose of the study was to investigate the effectiveness of using multisensory teaching strategy to improve the phonetic symbols’ spelling ability of the students with learning difficulties in phonetic symbols. The single-subjects experimental design of multiple across subjects was used as the research method. The subjects of this study were three fourth-grade students with learning difficulties. The independent variable was the multisensory teaching, and the dependent variable was the phonetic symbols’ spelling ability. Each subject took four 60-minute long classes every week, totally eighteen lessons for this teaching experiment. The test scores were collected during the baseline, intervention, and maintenance to analyze the immediate and retained effects of recognizing, reading, and dictation in phonetic symbols’ spelling ability. In the meantime, the researcher gathered the teachers’ and students’ opinions about multisensory teaching. The results were analyzed by visual analysis, C statistical validity and social validity analysis. The following were the results of the study: 1. After the use of multisensory teaching, the recognizing ability of children with difficulties in phonetic symbols’ learning had apparently the immediate and retained effects. 2. After the use of multisensory teaching, the reading ability of children with difficulties in phonetic symbols’ learning had the immediate and retained effects. 3. After the use of multisensory teaching, the dictation ability of children with difficulties in phonetic symbols’ learning had obviously the immediate and retained effects. 4. The effectiveness of multisensory teaching had positively gained recognitions and supports from the students with difficulties in phonetic symbols’ learning and their homeroom teachers. These three subjects thought they had improved in language learning but not in confidence increasing on account of the lack of self-recognition.