The Study on the Extracurricular Reading of Students with Visual Impairments in Junior High School

• Main Authors: Yu-fen Lin, 林玉芬
• Other Authors: Chao-an Chi
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/44413258969916686181

碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 99 === The purposes of this study are to understand the current situation on the extracurricular reading of students with visual impairments in junior high school and to analyze the sex and vision of students with visual impairments in junior high school to the current situation on the extracurricular reading. Through current status survey, this study undertook a general survey through the “Questionnaire on the Current Situation on the Extracurricular Reading of Students with Visual Impairments in Junior High School” compiled by the researcher. The total number of issued questionnaires was 355, and the valid recovery rate reached 66%. Thus, the study results were summarized as follows: Majority students were reading two days ago, less than 2 hours, less than 2 portions of reading matter per week and two subjects. The reading average was 7.8 days, 4.76 hours per week, 2.81 portions of reading matter per week and 2.4 subjects. The top two periods of reading were: weekends/holidays and winter/summer vacation. The top three aids & devices of reading were: lighting attachment, magnifier and recording machines. The top three places of reading were: home, classroom and a school library. The top three activities of reading were: none, writing a report and taking a reading competition. The top three sources of reading were: a school library or the class , the web and purchased by students. The top three materials of reading were: printing, VCD and audio books. The top three subjects of reading were: children’s literature, recreation and novels. The top three reading mediums were: books, network writing and broadcast programs. The different sex of students was different from the subject and the material of extracurricular reading. The different vision of students was different from the materials, subjects, mediums, hours per week, aids & devices, activities , and sources of reading. Based on the conclusions of this research, the researcher proposed 5 suggestions.