| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 95 === The purpose of the study was to explore and compare the effects of whole language instruction and direct instruction on functional language curriculum for four junior high school students with mild or moderate mental retardation. The methodology was alternating treatment design of single subject research, and the data analysis was visual inspection. The independent variables were whole language instruction and direct instruction. The dependent variables were the percentage of participants’ correct responses after instructions. Participants’ responses were measured by reading and writing ability tests. The reading ability tested included Chinese character identification, lexical comprehension and article comprehension; the writing ability tested included Chinese character writing, lexical usage and sentence writing.
The findings of the study are:
1.Four participants’ reading and writing abilities are improved by both instructions.
2.Participants’ individual characteristics determine the effects of the two instructions. For participants with better literacy or comprehension ability, there is no difference between the two instructions’ effectiveness. For participants with lower literacy or comprehension ability, direct instruction is more effective on their functional language curriculum learning.
According to the findings, suggestions for future research are proposed.
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