The Effects of the Story Grammar Instruction on the Writing Performance of Elementary Students with Writing Difficulties
碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 94 === The purpose of study was to explore the effects of the story grammar instruction on the writing performance of elementary students with writing difficulties through the quasi-experimental posttest design with two equivalent groups. The subjects of this expe...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2006
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| Online Access: | http://ndltd.ncl.edu.tw/handle/66308969887243025255 |
| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 94 === The purpose of study was to explore the effects of the story grammar instruction on the writing performance of elementary students with writing difficulties through the quasi-experimental posttest design with two equivalent groups.
The subjects of this experiment were fourth- and fifth-grade students with writing difficulties of elementary school in Tainan County. “The Written Story Rating Scale” was designed to understand the students’ writing performance.
In order to explore the effects of the story grammar instruction and explicate the interactions between the story grammar instruction and vocabulary abilities, results of these data were analyzed by two-ways ANOVA. Results of this study were concluded as follows:
1. The “story grammar instruction” did produce significant effects on writing performance.
(1) The experiment group scores significantly higher than the control group on the total score of writing performance.
(2) The experiment group scores significantly higher than the control group on the score of “story grammar”.
(3) The experiment group scores significantly higher than the control group on the score of “content”.
2. The effects on the writing performance between the story grammar instruction and elementary students’ different vocabulary abilities were concluded as fallows：
(1) The students with different vocabulary abilities show produce significant effects on writing performance.
(2) No significant interactions were found between story grammar instruction and students’ vocabulary abilities.
The results indicated that the story grammar instruction increased writing performance of students with writing difficulties. According to the findings above, the study also combines the conclusions and limitations to provide advice for practical teaching and future studies.
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