認字困難兒童之認字教學－－個案研究

• Main Author: 施惠玲
• Other Authors: 曾世杰
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/23878173603065721036

碩士 === 臺東師範學院 === 教育研究所 === 88 === Word recognition teaching in children with word recognition difficulty----a case study Abstract This thesis reports the learning characteristics of, and describes the remedial teaching process about two 3-rd grader boys, YN and YU, Who had word recognition difficulty. The remedial teaching lasted 12 weeks. Two funny and easy-to-understand picture books were used. In the first 6 weeks, one of the books was used as learning material and the teacher instructed the students in ways which were developed from the interactive reading models. In the last 6 weeks, another book was used. The teacher instructed the students to learning in a traditional way, which is very popular in present Taiwan elementary school. With word recognition rates and behavioral problems as observation targets, the researcher aims to examine the effect of both periods. The results were as followed: 1.Although these two students, who had similar word recognition problems, attended the same remedial teaching program, the teaching effects about these two students were distinctly different. a.To YN, the interactive ways of teaching was more helpful than the traditional one. The researcher wrote two new stories based on the same vocabularies of the two books. However, there seemed to be no differences between YN’s reading performance in these two stories. b.When taught with interactive ways of teaching, YU made more errors than in traditional condition. Similar to YN, there were no differences between YU’s reading performance in the two stories mentioned above. 2.The occurrence of behavioral problems changed as teaching session changed. a.There was no difference in occurrence of resisting behaviors in different teaching stages. Students seemed to be more stable when the teaching time increased. b.Generally, the distracting behaviors increased as the teaching time increased. c.In the first several sessions, children’s distraction behaviors reducer to a minimum level. It is believed that the novelty of material might attract their attention. Other findings and possible implication were discussed in the thesis.