The Effect of Mind-mapping Instruction on Reading Comprehension in Board Game Instructions for Elementary School Students with Learning Disabilities

• Main Authors: TSAI, YI-SHAN, 蔡依珊
• Other Authors: HUANG, YU-ZHI
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/awcpdz

碩士 === 國立屏東大學 === 特殊教育學系碩士班 === 106 === 　　The purpose of this study is to investigate the effects of the mind-mapping instruction on the reading comprehension of board game instructions among three elementary 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 three phases: baseline, intervention, maintenance phases and adding generic detection during the intervention and maintenance phases. Through generic detection to understand the three students’ performance on the reading comprehension in exposition. 　　Through visual analysis, effect size and qualitative data, the researcher found the following results : （a) The mind-mapping instruction had immediate and maintenance effects on the reading comprehension of board game instructions among elementary school students with learning disabilities. （b) The mind-mapping instruction had generalization effects on the reading comprehension in exposition for elementary school students with learning disabilities. （c) Three elementary school students with learning disabilities could apply mind-mapping on the reading comprehension in board games instructions. （d) Three elementary students with learning disabilities could apply mind-mapping on the reading comprehension in exposition. 　　The results of this study have the following implications: There are effective on the reading comprehension in exposition through the mind-mapping instruction.