The Effects of Self-instruction Strategies on Learning Word Problems of Addition and Substraction for Children with Learning Disabilities

• Main Authors: Hsu, Ching-Ju, 許靖如
• Other Authors: 呂翠華
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/26809417204552995758

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 96 === The purpose of this study was to investigate the effects of using self-instruction strategies to learn word problems of addition and substraction for children with learning disabilities. Single subject experimental design of multiple probe technique across individuals was the main research method to evaluate the effects. The subjects were three fifth graders with learning disabilities in a Yilan County elementary school. The experimental programs lasted two months (40 minutes one time) and three phases were included. In the baseline phase, three subjects accepted pre-test about word problems of addition and substraction individually without any clue. In the treatment phase, the self-instruction strategies were carried out to help children to learn word problems of addition and substraction. Three subjects accepted post-test after each intervention. In the maintenance phase, researcher removed all interventions and made the assessment to explore whether these subjects can maintain the performance being in the second phase. Finally, the data collected were analyzed by using visual analysis. The research findings were concluded as follows： 1. Self-instruction strategies immediately improved the performance of children with learning disabilities in the learning of word problems of addition and substraction. 2. Self-instruction strategies had good maintenance effects upon the performance of children with learning disabilities in the learning of word problems of addition and substraction. 3. Children with learning disabilities can use covert self-instruction to learn word problems of addition and substraction. Good immediate and maintenance effects were made. According to the above results, this study proposed some suggestions for teaching and researching of self-instruction strategies and children with learning disabilities.