| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 103 === Abstract
The purpose of the study was to investigate the effects of the mind- mapping instruction on the reading comprehension for three elementary students with intellectual disabilities. The multiple probe design across three subjects of single-case research design was adopted. The researcher collected quantitative and qualitative data during the research.
The research contained baseline, intervention and maintenance phases. In the baseline phase, the participants accepted pre-test about reading comprehension without any teaching. In the intervention phase, the participants were taught the mind- mapping, and assessed the immediate effects on the reading comprehension. A week after withdrawing intervention, the participants accepted post-test assessment on the reading comprehension. During the intervention and maintenance phases, analyzed the situation of applying mind- mapping on the reading comprehension.
The researcher found the following results: (a) The mind- mapping instruction had immediate effects on the reading comprehension for elementary school students with intellectual disabilities. (b) The mind- mapping instruction had maintenance effects on the reading comprehension for elementary school students with intellectual disabilities. (c) Three elementary students with intellectual disabilities could draw mind map, and apply mind- mapping on the reading comprehension.
The result indicated the following implications: the mind- mapping instruction could promote the reading comprehension for elementary school students with intellectual disabilities through using task analysis, and giving corrective feedback.
Keywords: Mind- mapping instruction, intellectual disabilities, Reading comprehension
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