| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 100 === Picture books were widely used to improve pre-school children’s language ability, but not often for children with disabilities. In order to raise the language abilities of these children, the researcher designed a picture teaching method which included a set of simple–drawing pictures, as well as a series of short story pictures.
This study attempted to analyze the effects of applying pictures for language learning. Two pre-school children with disabilities participated in this experimental study for four months. The independent variable was the teaching method involving the application of pictures. The dependent variable was the language ability of the children in this study. In this program, there were a total of 37 pictures and 12 story books to be used for each child. The child had 220 minutes per week to learn language through the picture teaching method. The researcher then carried out multiple assessments of language learning ability with various testing tools. Their parents and researcher also periodically had to fill out the check lists of multiple intelligence and learning style. The results of this study were as follows:
1.These two children had their own individual superior intelligence and learning styles. The performances of superior intelligence and learning style were consistent with each other.
2.This picture teaching method was compatible with the requirements of spatial intelligence and sensation preference.
3.For these two children, the simple topic story books designed by the researcher were more attractive than colorful story books published commercially.
4.The results, through the application of the triangulation method, indicated that the picture teaching method can enhance both the language understanding skills and oral expression of these two children.
5.Picture teaching methods could enhance children’s cognitive ability.
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