| Summary: | 碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 102 === The purpose of this study was to explore the effects of using visual pereception recognition teaching strategies on the word recognition of children with dyslexia. Through the experimental instruction of using visual pereception recognition teaching strategies, a single-subject multiple-probe-across-participants design was used to evaluate the effectiveness of subjects’ learning in word recognition, dictation, a radical cloze test and a target-character multiple-choice question test, in which a child was requested to choose a target character for a Zhu-yin phonetic symbol combination. The participants of this study were two third-grade elementary school students with learning disabilities. Visual analysis, effect value, social validity, and character error types were used for data analysis. The results of this study were as follows:
1. Using visual pereception recognition teaching strategies has immediate and maintaining effects on a child's word recognition.
2. Using visual pereception recognition teaching strategies has immediate and maintaining effects on a child's dictation.
3. Using visual pereception recognition teaching strategies has immediate and maintaining effects on a child's score in a radical cloze test.
4. Using visual pereception recognition teaching strategies has immediate and maintaining effects on a child's score in a target-character multiple-choice question test.
5. Dyslexia students' capacity for visual perception and concepts of character structures may be enhanced through "visual perception recognition teaching strategies" in the following respects:
(1) visual discrimination: improvement in the acuity in recognizing similar radicals in character structures
(2) visual figure-ground perception: improvement in the ability to find specific hidden radicals in character structures
(3) spatial relationship: improvement in the ability to observe radicals in different dimensions in character structures
(4) visual memory: improvement in the ability to combine pictographic characters' shapes and meanings
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