| Summary: | 碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 92 === Abstract
The purpose of this study was to explore the effects related to reading comprehension and distracted behavior by integration of attention training into reading comprehension instruction in children with learning disabilities - attention deficit, and to explore characteristics of distracted behavior in children with learning disabilities - attention deficit. A multiple-baseline design across individuals was employed in this study. Three fifth-grade children with learning disabilities - attention deficit were taught integration of attention training into reading comprehension instruction for eight months, twice a week, 20 minutes a time. Teaching materials were refer to versions of Chinese texts, and use “the test of reading comprehension” and “observation sheet of distracted behavior ” as research tools. The data were analysis with visual analysis and C statistic. The result of this study were as follow:
1. Integration of attention training into reading comprehension instruction succeed in increasing reading comprehension performance of children with learning disabilities - attention deficit, and in maintaining their improved performance.
2. Integration of attention training into reading comprehension instruction succeed in decreasing distracted behavior performance of children with learning disabilities - attention deficit, and in maintaining their improved performance.
3. Characteristics of distracted behavior on children with learning disabilities - attention deficit were disruptive behavior（DB）、off task - worksheet（OTW）、talking without permission（TWP）、off task - teaching（OTT）、no Response（NR）、others（O） and talking with permission（TP）arranged in order.
Finally, suggestions for teaching and further studies, based on the results were discussed in paper.
|
|---|
