| Summary: | 碩士 === 中原大學 === 特殊教育研究所 === 99 === The purposes of this study was to compare the effects on strategies of semantic mapping and context clues toward reading comprehension within three middle graders with disabilities. In this study, reading comprehension meant that comprehending facts explicitly stated in the text, making inferences, comparing and analyzing the facts stated in the text, and deriving main idea from the text. The methodology adopted an alternating treatment design of single subject research.
The major findings were summarized as followings:
1.In general, all subjects performed better on their reading comprehension when using the strategies of semantic mapping and context clues.
2.The better effect of semantic mapping instruction than using context clues.
3.The effect of semantic mapping instruction was not stable and did not maintain long enough.
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