| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 101 === The purpose of this study was to explore the instruction of combining language experience approach and vocabulary-based strategy on the elementary school students with mild cognitive impairment. Language experience approach is a strategy that collecting students’ vocabulary in daily life, in order to teaching the meaningful of vocabulary. Expectations could enhance students' literacy learning by the expression of language experience approach and understanding of the meaningful of vocabulary
The study used the multiple baseline across subjects design of single-subject research with six instruction. Participants of this study were three grade 2 students with mild cognitive impairment. The study was to explore students’ progress on the performance of recognizing and reading vocabulary, selecting vocabulary, and writing vocabulary.
The major findings were as following:
1. The combining language experience approach and vocabulary-based strategy instruction has immediate and maintaining effects on the performance of recognizing and reading vocabulary test.
2. The combining language experience approach and vocabulary-based strategy instruction has immediate and maintaining effects on the performance of selecting vocabulary test.
3. The combining language experience approach and vocabulary-based strategy instruction has immediate and maintaining effects on the performance of writing vocabulary test.
4. Elementary school students with mild cognitive impairment and their mentors confirmed that combining language experience approach and vocabulary-based strategy instruction could improve the reading performance of the students with learning disabilities
According to the findings, several suggestions for instruction and future research were proposed.
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