The Application of Cartoon Film on Learning of Literature for the Hearing-Impaired Students in the Third and Fourth Graders of the Elementary School

• Main Authors: chen-yi-yun, 陳宜昀
• Other Authors: 葉忠達
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/42778428345431298894

碩士 === 國立新竹教育大學 === 人資處美勞教學碩士班 === 101 === The purpose of this study was to investigate the effect of cartoon film on hearing impaired students’performance in learning of literature through action research approach. The participants were 2 severe hearing impaired students in the third and fourth graders from one elementary school’s resource room administered by the researcher. There were 40 minutes per lesson, 2 lessons per week, total of 23 lessons for this research. The independent variable in this study was cartoon film, whereas the dependent variables were academic performance of reading comprehension & written language. Data analysis in this research was mainly using qualitative method, quantitative method as auxiliary. Both qualitative and quantitative data were collected in the teaching. The qualitative data includes video, the notes of the researcher’s reflection, teaching observation records, and feedback questionnaire, as multiple authentication methods. The quantitative data was based on the pre-test and post-test by "Elementary schools students’ writing and language proficiency diagnostic tests(second edition)", and using the “composition through picture” learning notes designed by the researcher as auxiliary. Based on the results, findings of this research included: 1. New literature courses suited to hearing impaired students in the third and fourth graders of the elementary school should be designed. It includes: modified indicators of reading and writing skills of Grade 1-9 Curriculum by the capacity and demand of hearing impaired students at this stage; multiple assessments; providing visual cues by cartoon story; using questioning strategies get into conversation with students through process oriented approach of think aloud protocol. 2. Using cartoon film can promote hearing impaired students’performance in reading comprehension, including vocabulary, sentence, restated story and meaning. 3. Using cartoon film can promote hearing impaired students’performance in written language, including fluency, grammar and context level. 4. Using cartoon film can promote hearing impaired students’adaptation in language learning, also enhance students’ attention and motivation. Finally, based on the findings and results of this study, suggestions of teaching and further study were provided for teachers, Hearing-impaired parents and researcher.