| Summary: | 碩士 === 中原大學 === 特殊教育研究所 === 106 === The purpose of this study was to evaluate the effects of Self-Regulated Reading Model on autonomy and reading comprehension of students with learning disabilities. The study focus on students in ninth grade, who suffer from reading comprehension, and what has changed since they were taught with a twelve lesson teaching program. This study utilized the multiple probe designs across subjects of single subject research framework that includes three phases: Baseline, Instructional intervention, and Maintenance. The main study tools were the self-regulated reading model checklist with student edition and teacher’s edition designed by the researcher, which we can evaluate the scores the students achieved. Obtained data were analyzed by visual inspection to determine the effects that the scores. Furthermore, we conducted reading comprehensive assessment before and after the teaching program to test the students’ reading skills. Lastly, during the implication of the teaching program, we collect teacher''s teaching observation record and feedbacks from parents to implement into our research. Thus we can understand the study’s learning effectiveness and social validity. The main findings were as follows, the three learning disabilities stuednts can be improved immediately and maintained on learning autonomy by the self-regulated reading model of instruction. Increased reading comprehension through the use of reading comprehension strategies, and should be familiar with in the implementation process. The parents considered that the self-regulated reading model of instruction has positive effects.
Finally, based on the above findings, the researchers proposed suggestions for practical teaching and future studies.
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