| Summary: | 碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 107 === The main purpose of the research was to explore the literacy effect and interest toward learning of visualizing vocabulary for elementary students with word-recognition difficulties. The subject was two elementary school students with word-recognition difficulties in Taichung and the single subject research with alternating treatment design was employed in this study. The data obtained included the intervention and maintenance. The instructional strategies of learning by visualizing vocabulary and regular instructional method were applied alternatively in intervention phase, for a total of 18 classes. Exams such as Chinese Character Recognition, Word Creation, Character Choice in Context, and Mandarin Dictation were given to the participants following the instruction to evaluate the effectiveness of learning. In the phase of maintenance, visualizing vocabulary method was chosen due to participants’ better exam performance, for a total of 3 classes. Besides, the Student Interest Interview Form, Classroom Observation Form and the Teacher Reflection Record were provided as qualitative data to analyze learning interest.
The research conclusions are as the followings:
1. For immediately performance, visualizing vocabulary as a teaching method was more effective than general word recognition.
2. Visualizing vocabulary as a teaching method maintains effective literacy learning.
3. Visualizing vocabulary as a teaching method improves learning interest.
The result of the study provides variously concrete and practical suggestions for
future researchers as reference.
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