Effect of Composition Instruction through Pictures on Narrative Writing among Fifth Grade Elementary School Students with Learning Disabilities—Difficulties with Written Language.
碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 97 === This study aims to explore the effect of composition instruction through pictures for fifth grade elementary school students with learning disabilities—difficulties with written language.By adopting the multiple-probe design across individuals, it conducts th...
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| Other Authors: | |
| Format: | Others |
| Language: | zh-TW |
| Published: |
2009
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| Online Access: | http://ndltd.ncl.edu.tw/handle/80928111598770669151 |
| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 97 === This study aims to explore the effect of composition instruction through pictures for fifth grade elementary school students with learning disabilities—difficulties with written language.By adopting the multiple-probe design across individuals, it conducts the ten-unit course on fifth grade students in elementary school with learning disabilities—difficulties with written language .The assessments are conducted immediately after instruction to explore the variation of the total number of words, the number of different letters and the scores of composition rating scales. The data were analyzed by visual analysis and the C statistic. The results in this study are as following:
1.The composition instruction through pictures has significantly immediate effect to improve the total number of words. Subject2 has maintaining effect. Subject 1 and Subject 3 have no maintaining effect.
2. The composition instruction through pictures has significantly immediate effect to improve the the number of different letters. Subject 2 has maintaining effect. Subject 1 and Subject 3 have no maintaining effect.
3. The composition instruction through pictures has significantly immediate effect to improve the scores of composition. rating scales. Subject 2 and Subject 3 have maintaining effect . Subject 1 has no maintaining effect.
4. The composition instruction through pictures has significantly immediate effect to improve performance of narrative writing. Subject 2 has maintaining effect. Subject 1 and Subject 3 have no maintaining effect.
Finally, the researcher further discusses and brings forward suggestions on the study results for reference of the application and future study on the composition instruction for the students with the learning disabilities—difficulties with written language.
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