Effectiveness of Different Chinese Radicals Teaching on Word Recognition for Students with Intellectual Disabilities in Elementary School

• Main Author: 楊佩瑜
• Other Authors: 張世彗
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/51250854225268142210

碩士 === 臺北市立大學 === 特殊教育學系 === 103 === The main purpose of this study was to compare the effects of two different Chinese radicals teaching on elementary school students with intellectual disabilities in elementary school. The methodology adopted in this study was alternating treatment design of single subject experimental, including initial baseline, alternating and the follow-up phase. In intervention, two different method of teaching instruction were conducted alternately. The experiment teaching was proceeded for 6 weeks. The participants of this experiment were elementary school students with intellectual disabilities. The effectiveness of intervention was immediately, and one week later assessed. The data were analyzed by the method of visual analysis. The major findings of this study were listed as follows: 1. As for the immediate effects, three students performed better in providing the pre-coursework study before the class. 2. As for the maintenance effects, three students performed better in providing the pre-coursework study before the class. 3. Both pre-coursework study and Chinese radicals teaching can enhance the immediate effects and effects on elementary school students with intellectual disabilities. Finally, based on the results and limitations of this study, the researcher proposed some suggestions for future research.