The Effects of Word Recognition Based on Learning by Visualization with MCAI for Vocational High School Students with Moderate Intellectual Disabilities

• Main Authors: Po-Yen Tsai, 蔡伯艷
• Other Authors: Wei-Te Liu
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/94595305857406488460

碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 101 === The purpose of this study was to investigate learning Chinese characters by visualization along with multimedia computer-assisted instruction (MCAI) and its effects on word recognition of students with moderate intellectual disabilities. The subject was two senior high students from special educational school and the single subject research with alternating treatment design was employed in this study. The data obtained included the baseline, intervention and maintenance. The instructional strategies of learning by visualization with visual card and with MCAI were applied alternatively in intervention phase. The effectiveness of the instructional strategies was evaluated in immediately, short term and long term performance. Major findings were as follows: 1. For immediately performance, both instructional strategies of learning by visualization with visual card and with MCAI were effective on listening-choose test, while the MCAI instruction was more effective on reading test. 2. For short term and long term performance, the subjects performed better in both reading test and listenin-choose test while applying instructional strategy of learning by visualization with MCAI. According to the findings of the research, the study provided suggestions on teaching Chinese characters to special education students as well as reference for future studies