| Summary: | 碩士 === 明道大學 === 課程與教學研究所 === 105 === The purpose of this study was to investigate the effects of radical-group-text teaching strategies on elementary school students with mild intellectual disability in terms of word recognition and fluency. The research method of this study
was“the multiple baseline design across subjects”in the procedure of this teaching
experiment. And Three elementary school students with mild intellectual disability were chosen as participants of this study. The baseline phase conducted the test on word recognition in advance to know the basic word recognition abilities of the subjects.In the intervention phase the subjects were applied with teaching treatments , which is radical-group-text teaching strategies, and made to have immediate effects evaluation. The maintain phase consisted of two-week maintain effects evaluation. The data-processing procedures adopted the visual analysis and the C statistic.
The major results of this study were summarized as follows：
1. The radical-group-text teaching strategies has immediate effects and retaining effects on improving“ The word recognition performance” for the three subjects.
2. The radical-group-text teaching strategies has immediate effects on improving“Reading the word on display aloud”and retaining effects for the two subjects.
3. The radical-group-text teaching strategies has immediate effects and retaining effects on improving“Making up lexicons” for the three subjects.
4. The radical-group-text teaching strategies has immediate effects and retaining effects on improving“select words by context” for the three subjects.
5. The radical-group-text teaching strategies has immediate effects and retaining effects on improving“Writing down the word with phrases” for the three subjects.
6. The radical-group-text teaching strategies has immediate effects for the two subjects and retaining effects on improving“word recoding fluency” for the three subjects.
7. The radical-group-text teaching strategies has immediate effects and retaining effects on improving“radical-group-text reading fluency ” for the three subjects.
According to the aforementioned findings, application of these instruction
to mild intellectual disability for word recognition instruction, the learning guidance and the further research were recommended.
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