| Summary: | 碩士 === 國立台北師範學院 === 特殊教育學系碩士班 === 93 === The main purpose of this study was to explore and compare the effectiveness of stem frequency, the position of components within characters and phonetic regularity” in Chinese Stem-Deriving instruction to students with word recognition difficulties. In this study, the subjects were three second-grade students (A, B, C) with word recognition difficulties. An alternating treatments design of single subject research method was employed. The major findings were as follows:
1. Regardless of the stem frequency, three subjects in immediate testing phase have very good scores. Although three subjects all have higher scores when stem frequency is high in short-term testing phase (after a week) and long-term testing phase (after four weeks), only in some tests have significantly differences between high-frequency and low-frequency stem.
2. In immediate testing phase, whether the position of components within characters is fixed, all subjects have good scores. On the other hand, in short-term and long-term testing phase, subject A and B have better scores in fixed position, while C has worse performance in fixed position. The results of this study were different among three subjects.
3. Whether the stem and the deriving words have the same phonetic, three subjects in immediate testing phase have very good scores. In short-term testing phase, only C has lower scores when the phonetic is regular, however, in long-term testing phase, phonetic regularity will impact their performance among three subjects. The degrees of impact depend on these subjects’ characteristics.
When teacher use Chinese Stem-Deriving Instruction, they should employed high-frequency stem, fixed position, and regular phonetic words.
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