The Effects of Radical Recognition Strategy on Word Reading and Writing for Elementary School Students with Dyslexia

The Effects of Radical Recognition Strategy on Word Reading and Writing for Elementary School Students with Dyslexia

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碩士 === 國立臺東大學 === 進修部暑期特教碩士班 === 101 === The purpose of this study was to explore the effect of radical recognition strategy on word reading and writing for elementary school students with dyslexia. A single-subject experimental study of multiple probe design across subjects was used to evaluate th...

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Main Authors: YING-CHEN LEE, 李盈臻
Other Authors: Yu-Hsiung Cheng, Fu-Ting Huang
Format: Others
Language:zh-TW
Published: 2012
Online Access:http://ndltd.ncl.edu.tw/handle/77944230665223295528
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spelling ndltd-TW-101NTTU52840072017-01-09T04:13:23Z http://ndltd.ncl.edu.tw/handle/77944230665223295528 The Effects of Radical Recognition Strategy on Word Reading and Writing for Elementary School Students with Dyslexia 部件識字教學對國小讀寫困難學生讀寫學習成效之研究 YING-CHEN LEE 李盈臻 碩士 國立臺東大學 進修部暑期特教碩士班 101 The purpose of this study was to explore the effect of radical recognition strategy on word reading and writing for elementary school students with dyslexia. A single-subject experimental study of multiple probe design across subjects was used to evaluate the effect on two participants who were third grade and placed in a elementary school resource program in Nantou County. Radical recognition in teaching materials was the independent variable in the study, and the dependent variable was the effect of reading and writing on two participants. The effect was evaluated through researcher Yu-Hsiung Cheng, Fu-Ting Huang 程鈺雄,黃富廷 2012 學位論文 ; thesis 141 zh-TW
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language zh-TW
format Others
sources NDLTD
description 碩士 === 國立臺東大學 === 進修部暑期特教碩士班 === 101 === The purpose of this study was to explore the effect of radical recognition strategy on word reading and writing for elementary school students with dyslexia. A single-subject experimental study of multiple probe design across subjects was used to evaluate the effect on two participants who were third grade and placed in a elementary school resource program in Nantou County. Radical recognition in teaching materials was the independent variable in the study, and the dependent variable was the effect of reading and writing on two participants. The effect was evaluated through researcher
author2 Yu-Hsiung Cheng, Fu-Ting Huang
author_facet Yu-Hsiung Cheng, Fu-Ting Huang
YING-CHEN LEE
李盈臻
author YING-CHEN LEE
李盈臻
spellingShingle YING-CHEN LEE
李盈臻
The Effects of Radical Recognition Strategy on Word Reading and Writing for Elementary School Students with Dyslexia
author_sort YING-CHEN LEE
title The Effects of Radical Recognition Strategy on Word Reading and Writing for Elementary School Students with Dyslexia
title_short The Effects of Radical Recognition Strategy on Word Reading and Writing for Elementary School Students with Dyslexia
title_full The Effects of Radical Recognition Strategy on Word Reading and Writing for Elementary School Students with Dyslexia
title_fullStr The Effects of Radical Recognition Strategy on Word Reading and Writing for Elementary School Students with Dyslexia
title_full_unstemmed The Effects of Radical Recognition Strategy on Word Reading and Writing for Elementary School Students with Dyslexia
title_sort effects of radical recognition strategy on word reading and writing for elementary school students with dyslexia
publishDate 2012
url http://ndltd.ncl.edu.tw/handle/77944230665223295528
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