The Effects of Direct Instruction into English Picture Books on English Vocabulary for Junior High School Students with Learning Disabilities

• Main Authors: Chen, Yi-Chen, 陳漪眞
• Other Authors: Sher, Yung-Ji
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/3et7rz

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 107 === According to the study, about 80% learning disabilities have reading difficulity, including phonology, syntax and semantics. (Schiff & Calif, 2004; Granschow, Sparks, Javorsky, Pholman, & Bishop-Marberry, 1991; Czio, 1978). Lots of literatures discover that direct instruction applies in many subjects, but few of literatures apply in teaching English. The purpose of this study was to explore the effects of direct instruction on English learning for junior high school students with learning disabilities. The participants were three ninth grade junior high school students with learning disabilities. In this study, the designer used a single-subject experimental study of multiple baseline across-subjects. The main findings of this study were as follows: 1. Direct instruction combination with English picture books had immediate and retained effects on students’ English vocabulary listening comprehension 2. Direct instruction combination with English picture books had immediate effects on students’ English vocabulary speaking; however, retained effects were differences. The two subjects have effectively maintained their effects. 3. Direct instruction combination with English picture books had immediate effects on students’ English vocabulary letter spelling. However, retained effects are difference, the two subjects were better than the others were. According to the findings above, the designer suggested for future studies and English vocabulary teaching to students with learning disabilities.