| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系 === 96 === The main purpose of this study was to explore the effects of comprehensive “prereading-staged Chinese literacy programs”(PCLP) for the students with disabilities of junior high school. The PCLP is designed on the basis of both reading developmental and functional approaches. This study utilized the nonequivalent pretest-posttest control group design of quasi-experimental research. Thirteen students with intellectual disabilities (ID) from the self-contained class of two junior high schools participated in the study as experimental group, and nine ID students from the self-contained class of another two junior high schools served as the control group. The experimental curriculum lasted for 15 weeks and 4 times per week, and the ID students from the control group received the original instruction in schools in the same length.
The major findings of this study were concluded as follows:
1.There are significant immediate and maintenance effects and generalization in students’ word-recognition.
2.There are significant immediate and maintenance effects and generalization in students’ handwriting.
3.There are nonsignificant effect of generalization in students’ comprehension.
4.There are significant teaching effects but nonsignificant effect of generalization in students’ expressive language.
5.There are significant effects of generalization in the students’ oral-reading, but non-significant effect of generalization in the fluency of oral-reading.
6.There are significant effects in students’literacy behavior and attitude.
7.There are significant social validity and the co-teaching teachers approve the effectiveness and the practicability of the PCLP.
According to the findings of the study, several recommendations to the reversion and practice of curriculum and the further study are made.
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