| Summary: | 碩士 === 國立嘉義大學 === 特殊教育學系碩士班 === 91 === This study aimed to investigate the effects of the computer-assisted Chinese-character primitives instructional program to the children with reading disability. The methods of the research were multiple-probe design to compare the effects of the general word recognition teaching strategy and the computer-assisted Chinese-character primitives instruction program. Two third-grade and a forth-grade students with poor word-recognition ability participated in the experiment, the independent variables were general instruction of word recognition and computer-assisted Chinese- character primitives instructional program, the dependent variables were the effects and efficiency of general instruction of word recognition and computer-assisted Chinese- character primitives instructional program.
The instructional materials of the research were 120 high frequency words that the subjects couldn’t read or write. The computer-assisted program, edited by Unlimiter 3 (U3), included several parts such as instructional units of primitives and Chinese characters, and assessments units of Chinese-character.
The research found that the effectiveness of computer-assisted Chinese-character primitives instructional program was better than general instruction strategy. The average time to learning each Chinese character were 9 minutes and 30 seconds. According to the findings of this study, there were some suggestions for the research and practical implementation in the future.
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