The Effects of Mind-mapping Instruction on Reading Comprehension for Junior High School Students with Learning Disabilities

• Main Authors: CHEN, SHIH-WEI, 陳詩薇
• Other Authors: HUANG, YU-ZHI
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/25209259891956930352

碩士 === 國立屏東大學 === 特殊教育學系碩士班 === 104 === The purpose of the study was to investigate the effects of the mind-mapping instruction on the reading comprehension for three junior high school students with learning disabilities. The A-B-A design across three subjects of single-case research design was adopted. The researcher collected quantitative and qualitative data during the research.The research contained baseline, intervention and maintenance phases. In the baseline phase, the participants accepted pre-test about reading comprehension without any teaching. In the intervention phase, the participants were taught the mind- mapping, and assessed the mind-mapping performance and the immediate effects on the reading comprehension. A week after withdrawing intervention, the participants accepted post-test assessment on the mind-mapping and the reading comprehension. During the intervention and maintenance phases, the participants accepted generalization assessment on the mind-mapping and the reading comprehension. Through visual analysis, C statistics and effect size, please refer to the summary of the result below: (a)The mind-mapping instruction had immediate, maintenance and generalization effects on the performance of mind-mapping for junior high school students with learning disabilities. (b)The mind-mapping instruction had immediate effects on the reading comprehension for junior high school students with learning disabilities, but the maintenance and generalization effects between the three participants was not consistent. (c) After instruction of the mind-mapping, there is a positive correlation between the performance of mind-mapping and reading comprehension test score for students with learning disabilities. (d) Students with learning disabilities in trouble for drawing a mind map : selected the article’s keywords, designed the heart image and drew the organizational and hierarchical graphics.