The Effects of Concept Mapping Strategy Instruction on Guided Writing of Students with Learning Disabilities in Junior High School

• Main Author: 柯春榕
• Other Authors: 林惠芬
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/71959753551681104591

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 98 === The purpose of this study was to investigate the effects of concept mapping strategy instruction on the guided writing of junior high school students with learning disabilities. The study was conducted by using multiple-baseline design across subjects, three second and third grade participants with learning disabilities were selected from an elementary school in Taichung County. The assessments conducted by three dimensions: fluency, content, and vocabulary. The participants’ performances in the content were assessed by the Writing Expression Rating Scale, and the fluency and vocabulary were assessed by calculating the length and the number of different words of articles. The data were analyzed through visual inspection. The major findings were summarized as follows: 1. Concept mapping strategy instruction improved the participants’ writing performances in the Writing Expression Rating Scale and extended the length and the number of different words of articles. Obviously, Concept mapping strategy instruction demonstrated immediate effects on improving participants’ writing performances of the guided writing. 2. Although Concept mapping strategy instruction was canceled, three participants’grades were still higher than before. Therefore, Concept mapping strategy instruction demonstrated long-term effects. 3. After receiving the intervention, participants could generalized their skills to new guided writing.