The Effect of Story Grammar Instruction with Computer Multimedia on Oral Narrative Ability of Children with Intellectual Disabilities

• Main Authors: Mei-Ling Chen, 陳美玲
• Other Authors: Shwu-Ling Lee
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/25554840692806565761

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 98 === The purpose of the study was to investigate the effect of using story grammar instruction with computer multimedia to improve oral narrative ability of three fourth-grade students with intellectual disabilities. The single-subjects experimental design of multiple across subjects was used to evaluate the effect. The independent variable was story grammar instruction with computer multimedia, and the dependent variable was oral narrative ability, including main characters, setting, initiating events, proceeding events, and the ending. Every subject took three sessions in one week and totally took ten sessions. After the session, the researcher used a laptop recording equipment to collect language samples, then took the transcription and used the oral narrative rating scale to evaluate the effect. Interviewing a resource room teacher collected information about the effect after three subjects accepting instruction. The social validity of the study was based on the information of the resource room. The following were the results of the study: 1.The story grammar instruction with computer multimedia could improve subjects’ whole oral narrative performance immediately, and maintain the effects. 2.The story grammar instruction with computer multimedia could improve subject’s the sub-oral narrative ability immediately, including “main setting”, “initiating events”, “proceeding events”, “the ending”, and maintain the effects. But the study can explain the effect of “ main character” because the three subjects have the ability to state the main character of all or part of stories at baseline stage. 3.The resource room teacher and paraprofessional declare that after the story grammar instruction with computer multimedia, three subjects had more interest in language curricula. One of the subjects could tell a story more clear, the other subject could express routine more fluent, but the last subject did not have a significant improvement.