| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 97 === There are six elementary students (two with learning disability and four with low achievement in Mandarin language) in this study. All of six students are studied by using pre-referral intervention based on AB design of single-subject designs. The experimental teaching in Chinese character reading ability are taken in this study. In order to see if pre-referral intervention will effectively differentiate students with low achievement and those with learning disability, the whole study includes improvement of Chinese character reading ability, difference of performance before and after the standard tests, observation of study behavior and social communication of students from tutors, and changes of self-concept. The results from our study are as follows: 1) pre-referral intervention has improvement for the enhancement of Chinese character reading ability of students with low achievement; 2) there is difference of improvement of Chinese character reading abilities of students with low achievement and those with learning disability after taking the experimental teaching in Chinese character reading ability; 3) there is difference of improvement of Chinese character reading abilities of students with low achievement and those with possible learning disability after taking the experimental teaching in Chinese character reading ability; 4) there is difference of improvement of Chinese character reading abilities of students with learning disability and those with possible learning disability after taking the experimental teaching in Chinese character reading ability; 5) pre-referral intervention can effectively identify students with possible learning disability; 6) application of this research is limited due to resource of research man power, numbers of students for this research, experimental teaching methods, and experimental teaching time.
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