The Effects Of Nursery Rhymes Combining With Chinese Stem-Deriving Instruction Toward Two Elementary School Students With Word-Recognition Difficulty.

• Main Authors: Lin,YueYu, 林玥妤
• Other Authors: Wang,MingWen
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/72966846667010600624

碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 100 === The purpose of the study was to explore the immediate, retaining effect and satisfaction of the nursery rhymes combining with Chinese Stem-Deriving instruction toward two elementary school students with word-recognition difficulty. The experiment were withdrawal designs of the single subject research(A-B-A’). Each student participated a total of sixteen of the eight unit lesson of teaching experiments. In the study, visual analysis, C statistical validity and questionnaire analysis were used to explain the results and the learning effects. The results of the study were summarized as followings: 1.The nursery rhymes combining with Chinese stem-deriving instruction had immediate effects on improving the performance of word-reading, listen-n-choose, listen-n-write and word formation toward both of the students. 2.The nursery rhymes combining with Chinese stem-deriving instruction had retaining effects on improving the performance of word-reading, listen-n-choose, listen-n-write and word formation toward both of the students. 3.Both of the students were accepted and satisfied with the instruction. Based on the results above, the study would offer some suggestions about the instruction for students with word-recognition difficulty in the future study.