The study of the effect of word recognition on radical recognition instruction combining radical character of sign language for elementary school students with mild mental retardation

• Main Authors: Tsao, Wen-Shin, 曹文馨
• Other Authors: Lee, Pone-Chuan
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/32855063553392589081

碩士 === 國立臺南大學 === 特殊教育學系碩博士班 === 102 === The purpose of this study was to compare the immediate effects and maintenance effects of word recognition learning on “radical recognition instruction” and “radical recognition instruction combining radical character of sign language” for elementary school students with mild mental retardation. The subjects of this study was two third-grade students with word recognition difficulties and mild mental retardation at an elementary school in Taoyuan County. This study utilizes the ATD (alternating treatment design) with single subject to assign the research process. The treatment was divided into three phases: baseline, intervention and maintenance phases. In intervention phase, it utilizes the method of counterbalance and intervenes two instructions with fixed interval of time, totally 20 times. When the instruction is ended, I gave their self-compiled “word recognition assessment” on morning self-studying time the next day to evaluate the performance of immediate effect. Two weeks later, the same assessment is given to evaluate the performance of maintenance effect. The evaluation result of the effect of word recognition was scored into five categories, including listen and write, read and write, sight words, phrase-making, and overall score. Based on the data collected, the information analysis is on process as following: A. Analyzing visually the participants both the immediate and retain effects of word recognition assessment. B. Information analysis on interviews with parents and teachers. The result of this study was summarized as following: First, The best immediate effect is “radical recognition instruction combining radical character of sign language”. In the categories of overall score, listen and write, read and write, the immediate effect is the most obvious. Second, the best retain effect is “radical recognition instruction combining radical character of sign language”. In the categories of overall score, dictation, read-write, and sign words, the retain effect is the most obvious. Finally, the teachers and parents indicate that two participants have improvement on sign words, writing and learning motive. According to the results, the researcher brings up the suggestion on future researches and instructions.