| Summary: | 碩士 === 中原大學 === 特殊教育研究所 === 100 === The purpose of the study was to compare the effects of Direct Instruction and story grammar instruction on the reading comprehension of junior high school students with mild intellectual disabilities. In this study, the reading comprehension included two parts: textually explicit and textually implicit. The alternating treatments design of the single subject framework was used to achieve the research purpose. The subjects were three junior high school students with mild intellectual disabilities. The alternating treatment phrase (A) alternated teaching by Direct Instruction and story grammar instruction for 15 lessons, and evaluated the effectiveness continuously, thence found out which instruction worked better for the subjects. The phrase (B) used the better instruction chosen from phrase (A) for 5 lessons. The instruments included the Test of Reading Comprehension and the opinion interview list of the students designed by the author.
The results of the research revealed that：
1.In general, subject B and subject C performed better on their reading comprehension when using story grammar instruction,and subject A performed better when using Direct Instructio instruction.
2.In textually explicit, subject A and subject B performed better when using story grammar instruction,and subject C performed better when using Direct Instruction.
3.In textually implicit, subject A and subject B performed better when using Direct Instructio instruction, and subject C performed better when using story grammar Instruction.
4.All students felt more agree about Direct Instruction.
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