The Effects of Story-Mapping Instruction on the Oral Narrative Ability of Elementary Students with Intellectual Disabilities

• Main Authors: Jie-Ru Zeng, 曾潔如
• Other Authors: Shwu-Ling Lee
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/14022811122718452432

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 102 === The purpose of this study was to investigate the effects of using story-mapping instruction to improve oral narrative ability of three 5th and 6th grade elementary students with intellectual disabilities. The single-subjects experimental design of multiple across subjects was used to evaluate the effect. The independent variable was story-mapping instruction, and the dependent variable was oral narrative ability, including story structure completeness, number of total words, and number of different words. Every subject took three sessions in one week and totally took twelve sessions, and each class was lasted for forty minutes. Language samples were collected after each unit of teaching activities by recording, then used the oral narrative rating scale to evaluate the effect. The data of the rating of the sample was analyzed by using visual inspection techniques and time-series C statistic to elucidate the instant learning effect and maintenance effect. Interviewing subjects, parents and teachers, the results of the interviews were used for social validity. The conclusions of this study were as follows: 1.The story-mapping instruction could improve subjects’ oral narrative for story structure completeness, and maintain the effects. 2.The story-mapping instruction could improve subjects’ oral narrative for number of total words, and maintain the effects. 3.The story-mapping instruction could improve subjects’ oral narrative for number of different words, and maintain the effects. 4.The result of the interviews showed that the subjects, teachers and parents hold positive views on this teaching program. The social validity of this manipulation was confirmed.