| Summary: | 碩士 === 國立彰化師範大學 === 資訊工程學系 === 104 === The purpose of this study was to explore the effects of iMindMap incorporated teaching into reading comprehension among vocational high school students with mild intellectual disabilites. iMindMap software was applied to teach the students reading comprehension strategy and the multiple probes across subjects design of single-subject research was used in this study. There were three vocational high school students with mild mental retardation chosen as the subjects of the research.The independent variable was to teach reading comprehension strategy with the help of iMindMap, whereas the dependent variables was the immediate and maintaining effects of reading comprehension, including the performance of reading comprehension tests, mind-mapping drawing tests,and free recall tests. The research process were firstly the data collection during the baseline, treatment, and maintenance periods, the data was then analyzed by using visual analysis, the C-statistic and interviews. The conclusions of this study are as follows:
1. By using iMindMap as the reading strategy, all of the participants made wonderful progress, the result was shown in reading comprehension tests, mind-mapping drawing tests, and free recall tests. Obviously, the strategy demonstrated immediate effects on improving participants’ reading comprehension.
2. By using iMindMap as the teaching method for a period of time, the three participants’ grades in reading comprehension tests, mind-mapping drawing tests, and free recall tests were higher than the baseline performance. As the result, the teaching strategy demonstrated its maintaining learning achievement.
3. Adopted by iMindMap reading comprehension teaching method, the subjects held a positive view and the approval of this method, social validity thus given to the research.
According to the findings, several suggestions for teaching instruction and future research were proposed.
|
|---|
