The Effects of the Story Structure Instruction on the Reading Comprehension for High School Students with Mildly Mental Retardation

• Main Authors: LIN YUN HO, 林芸禾
• Other Authors: 錡寶香
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/75738126203509888868

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 95 === 英文摘要 The Effects of the Story Structure Instruction on the Reading Comprehension for High School Students with Mildly Mental Retardation Abstract The purpose of this study was to investigate the effects of using the Story Structure to improve the reading comprehension of 3 high school students with mildly mental retardation. Direct instruction of a story map procedure and a story face procedure were used as story-structure analysis strategies to improve these three students’ reading comprehension performance. The effects of the strategies were assessed through a multiple-baseline-across-subjects design. Results indicated an increase in reading comprehension performance by all three students from baseline to the independent phase condition of the intervention. In addition, generalization to a novel passage and maintenance of strategy effects were observed for all students. On story retell measures, results demonstrated an increase in the number of story elements recalled. Finally, the social validity measure revealed positive results for all students. Key words: story structure, story grammar, mental retardation, reading comprehension