The effect of Computer-Assisted Multimedia Teaching Instruction with Colored Radicals Audio on the Chinese Word Recognition for Reading and Literacy of an Eighth Grade Student with Dyslexia

• Main Authors: Chiao-Chun Ku, 古巧君
• Other Authors: Sz-Chien Wengyang
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/kkcufr

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 107 === The purpose of this study is to compare the effects of multimedia computer-assisted instruction by Chinese colored radicals with audio and multimedia computer-assisted instruction with Chinese radicals only on the word recognition for the abilities in reading and literacy of an eighth grade student with dyslexia. Using an alternate treatment design of single subject research as the methodology, the research included ten experimental Chinese word recognition lessons for the participant. The learning effectiveness was then assessed with self-developed tests. The quantitative data collected was analyzed by using T and C statistical tests; moreover, qualitative data such as interview and observation was also included for supporting the analysis. The results indicate that: 1. Both teaching methods have significant immediate effects and maintained effects on improving the overall performance scores. 2. Both teaching methods have significant immediate effects on improving the performance of “dictation”, “pronunciation”, “phrase making with vocabulary ” and “listen-n-choose”. 3. Both teaching methods only have significant maintained effects on improving the performance of “listen-n-choose”, but not on other sub-constructs of the performance scores of maintained effects. 4. There was no significant difference found on the overall and all the sub-constructs of immediate performance scores between the multimedia computer-assisted instruction with Chinese colored audio radicals and multimedia computer-assisted instruction with only Chinese radicals. 5. The multimedia computer-assisted instruction with Chinese colored audio radicals allows the participant to have significant better performance on overall and listen-n-choose maintained effects than multimedia computer-assisted instruction with only Chinese radicals. According to the findings above, further discussion is addressed and suggestions for future studies and the instructions by Chinese colored radicals with audio teaching to students with learning disabilities.