Effect of Text Structure Coposition Instruction on the Limited Writing for Junior High School Students with Learning Disabilities

• Main Authors: Yen-chun Chen, 陳彥君
• Other Authors: Shin-Yi Chan
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/63368523150535535645

碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 95 === This study aims to explore the effect of text structure composition instruction on the limited writing for junior high school students with learning disabilities. By adopting the A-B design of single-subject experimental design, it conducts the four-unit course for the duration of 12 weeks on four first-grade junior high school students with learning disabilities. Besides, based on results from data analysis, students improve performance on the text structure, overall writing abilities, and the writing attitude, as well as the variation of the quality and quantity of the contents of limited writing works. The important findings in this study are as following： 1.The text structure composition instruction has immediate and maintaining effects to improve the students’ performance on the text structure of the limited writing. 2.The text structure composition instruction has positive effect on the students’ overall writing abilities, especially the ability in structure organizing. 3.The text structure composition instruction has positive effect on the students’ writing attitude, especially the dimension of emotion. 4.Students positively change performance on the text structure composition instruction toward the limited writing works. (1)In the aspect of quantity，students takes progress after treatment in the following index : the total number of words and sentences, the average letter in each sentence, the number of different letters and the number of the non-frequently .In addition, the result indicates that the text structure composition instruction can improve the composition fluency and variety of students. (2)In the aspect of quality, students takes positive change on the article structure, thinking expression, writing skills and techniques and conveying the emotion on writing works after treatment. Finally, the researcher further discusses and brings forward suggestions on the study results for reference of the application and future study on the composition instruction for the students with the learning disabilities.