| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 102 === The purpose of this study was to explore the effects of Reading Mastery program in teaching vocabulary reading in terms of two learning disabled students in junior high school by using single subject withdrawal design. Reading Mastery is a Direct Instruction approach for teaching basal reading strategies, including multiple instructional levels. The accelerated Fast Cycle program was used in the current study.
The tests used in the present study were adopted from Reading Mastery program. The accuracy of vocabulary reading was measured by reading whole vocabularies. The fluency of vocabulary reading was measured in terms of reading stories.
Results analyzed through visual analysis indicated that learning disabled students did improved, with Reading Mastery program, in vocabulary reading. Not only the accuracy but also the fluency of vocabulary reading of subjects were enhanced after implementing the intervention. Moreover, vocabulary reading skills of the subjects could be generalized to other new English vocabularies.
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