| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 96 === The Effects of Classics-Reading Program on Attention for Students with Mental Retardation in Junior High School
Abstracts
The purpose of this study was to explore the effects of Classics-Reading Program on attention for students with mental retardation in Junior High School. The single-subject, multiple probe across subjects approach was employed. Three 8th-graded students with moderate mental retardation in junior high school participated in this study with 6 weeks of “di zi gui” rehearsal program independently, 3-4 times per week, 40 minutes per time. The independent variable of this study was Classics-Reading Program and the dependent variable was the attention behavior.
The assessments included the observation form of inattention behavior and Multi-dimensional Attention Test. Visual analysis and time series C statistics were used to evaluate the data. Other observational data as well as the feedback from parents and teachers were also analyzed to the goal of social validity. The main findings were as follows:
This research had the immediate and sustained effects on the students’ attention improvement by implementing Classics-Reading Program. Parents and teachers also took positive attitude to the effects of this study. There also brought positive effects on the memory, phonology, and self-concept. Based on the findings of this research, some suggestions for teaching and future research were provided.
Key words: Classics-Reading Program, attention, mental retardation
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