| Summary: | 碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 101 === The main purpose of this study was to explore the effectiveness of functional vocabulary by pictograpghic picture teaching on word recogniction and the error type analysis for elementary school students with learning disabilities.The withdrawal design of single subject research design(A-B-A') was used in this study. Furthermore, visual anaysis were used on the data collected. The independent vairable of this sutdy was functional vocabulary pictographic picture teaching, and the dependent variables were the immediate and remaining effects of the two subjects' word recognition performance. The findings were concluded as followings:
1. Immediate effects were found as, after functional vocabulary by pictograpghic picture teaching, elementary school students with learning disabilities have significant improvements on chinese word recognition assessments, including choosing the word with phonetic cue, reading the word displayed, and writing the word with phonetic cue.
2. Remaining effects were found as, after functional vocabulary by
pictograpghic picture teaching, elementary school students with learning disabilities have significant improvements on chinese word recognition assessments, including choosing the word with phonetic cue, reading the word displayed, and writing the word with phonetic cue.
3. Error types on similar Chinese characters where mainly found in choosing the word with phonetic cue and reading the word displayed assessments taken by elementary school students with learning disabilities. After intervention and maintenance period, although error ratio where significantly lowered, the main error types were still on similar Chinese characters.
4. 'Left blank' error types were mainly found in reading the word displayed assessments taken by elementary school students with learning disabilities. But, the 'left blank' error types were not found again after intervention and maintenance period.
5. 'Left blank' error types were mainly found in writing the word with phonetic cue assessments taken by elementary school students with learning disabilities. But, the 'left blank' error types were not found again after intervention and maintenance period.
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