| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 98 === This study adopted the pretest-posttest nonequivalent-groups design of experimentation. Thirty grade five and grade six students with mild mental retardation participated in this study. The reading materials with story illustrations were used to guide the students to make use of prediction strategies according to three stages, including before reading, reading, and after reading. The purpose of this study was to explore the effects of the strategies combined story illustration with prediction on reading comprehension of students with mild mental retaration in elementary school.
The major findings were summarized as follow:
1. After instruction, this strategies combined story illustration with prediction revealed immediate effects on improving participants’ overall comprehension, literal comprehension and inferential comprehension.
2. Although instruction was ceased for two weeks, this strategies demonstrated retainable effects on improving participants’ overall comprehension and literal comprehension. But there were no significant different between the experimental and control groups in inferential comprehension.
According to the above-mentioned study results, suggestions are proposed from the perspectives of teaching practice and future relevant studies respectively.
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