| Summary: | 碩士 === 國立臺東大學 === 進修部暑期特教碩士班 === 104 === The purpose of this study was to investigate the effects of radical recognition strategy on word recognition for elementary school students with intellectual disability.
The study was conducted by using an A-B-A’ withdrawal design of the single subject. One third-grader with intellectual disability was recruited and taught for four consecutive weeks with four teaching periods (each for 40 minutes) each week. Learning effectiveness tests designed by the researcher were administered during the baseline phase, the intervention phase, and the maintenance phase respectively. Then the data, including the total scores of learning effectiveness test and three scores from “choose to fill”, “listen to write”, and “read to pronounce” sections, was analyzed by using visual analysis and C statistics. Also, in the end of the study, the subject’s parents and teachers were interviewed to explore their attitudes toward and viewpoints on the effectiveness of radical recognition strategy.
The results of this study were summarized as follows:
1. The radical teaching strategy had significantly immediate effects on improving the student’s overall word recognition performance, especially on the “choose to fill”, “listen to write”, and “read to pronounce” sections.
2. The maintenance effects of radical teaching strategy were also found on the student’s overall word recognition performance and the three sections mentioned above.
3. To the student’s parents and teachers, radical teaching strategy was helpful in improving the student’s word recognition performances.
Finally, based on the findings of the present study, suggestions for future research and several pedagogical implications were provided.
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