Effects of Direct Instruction on Chinese Literacy for Students with Mild Intellectual Disabilities at the Elementary Schools

• Main Authors: Jia-Ling Yang, 楊佳綾
• Other Authors: Jung-Chang Tang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/56906893801231245669

碩士 === 國立嘉義大學 === 特殊教育學系研究所 === 102 === The purpose of this study was to explore the effects of Direct Instruction on the effects of Chinese literacy ability for elementary school students with mild intellectual disability. The experiment was a multiple-probe design across subjects of the single subject research. The subjects were two elementary school students with mild intellectual disability in Yun-lin. The independent variables were Direct Instruction. The dependent variables were the percentage of subjects’ correct responses after instructions. Subjects’ responses were measured by Chinese learning assessment. The Chinese learning assessment included Chinese character identification, Chinese character writing, lexical comprehension, lexical application, sentence analysis and sentence writing. All the Data will be presented by the graphic method and analyzed by visual inspection. The results of this study indicated that : 1. Direct Instruction was helpful for the two subjects to learn Chinese literacy . 2. The correct rates during the maintenance was found that subjects B performed better than subjects A. Participant B performed better in the Chinese learning assessment of the items in Chinese character identification, lexical comprehension, lexical application. Subjects A’s correct rates during the maintenance were higher than the sessions of intervention except in sentence writing. 3. Two subjects both performed better in the reading ability test than writing ability tests. And in the reading ability tests, two subjects performed better in Chinese character identification, lexical comprehension, lexical application than sentence analysis. According to the results and limitations of this study, some recommendations for teaching and further studies were made.