The Study on the Effect of Word Recognition Teaching by Colored Radicals for Elementary-School Students with Word Recognition Difficulties

• Main Authors: Ming-hsiu Chiu, 邱明秀
• Other Authors: Wenying Liu
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/jqr73t

碩士 === 中原大學 === 教育研究所 === 92 === The study on the effect of word recognition teaching by colored radicals for elementary-school students with word recognition difficulties Ming-hsiu Chiu Abstract The purpose of this study was to explore the effect of instructional method by teaching colored radicals to elementary students with word recognition difficulties. In addition, teaching colored radicals was compared with Chinese Stem-Deriving Instruction (CSDI in short) to see which method would lead to better effect on students’ ability of word-phonia, word-form, and word meaning. The research method adopted in this study was alternating treatment <a href="http://www.ntsearch.com/search.php?q=design&v=56">design</a> of <a href="http://www.ntsearch.com/search.php?q=single&v=56">single</a> subject research including base line stage (1 week),alternating stage(3 weeks),best stage(1 week) and maintenance stage(1 week).The subjects of this experiment were 3 third-grade students who had word recognition difficulties in normal class. The study used CSDI and Colored Radicals Instruction (CRI in short) alternatively in the alternating stage for 3 weeks and then tested the students immediately on word-phonia, word-form and word-meaning, in order to compare the immediate effects of two instructional methods. Further, the better instruction which scored higher would be chosen to teach students in best stage. Finally, maintenance stage would record students’ <a href="http://www.ntsearch.com/search.php?q=test&v=56">test</a> result without any instructions. During the both alternating and the best stages, the short-term maintenance effects would be measured by testing the students of each class on the next class. In the end, the long-term maintenance effects would also be measured on the maintenance stage. The data analysis were indicated by charts and visual analysis method to explain the effect of these two instructions. The finding of this study were;(1)CSDI did make good immediate effect on word-meaning <a href="http://www.ntsearch.com/search.php?q=test&v=56">test</a>, but not on maintenance;(2)Colored radicals instruction did make good effect both on immediate effect and maintenance effect, especially on the word-meaning test;(3)CSDI was a better instructional method than CRI on word-phonia <a href="http://www.ntsearch.com/search.php?q=test&v=56">test</a>, but CRI was a better instructional method than CSDI on word-meaning <a href="http://www.ntsearch.com/search.php?q=test&v=56">test</a>.