| Summary: | 碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 106 === The purpose of this study was to explore the effects of interactive white board integrating into scaffolding instruction on oral expressive abilities for students with hearing impairment in elementary school. The research subjects were three elementary school students with hearing impairment. A multiple probe design across subjects of single-subject experimental design was used to evaluate the effects. Each student was taught three different topics of life events, including “Winter Vacation”, “New Year” and “Shopping” for eight times and each for 40 minutes.
Quantitative research and descriptive data were conducted to examine the effects the teaching has on students’ oral expressive abilities. The study analyzed the speaking ability, the numbers of different words, the total number of the utterances, the mean length of the utterance and the total number of the mazes. And also analyzed the quality of oral expressive abilities including fluency, coherence, completion and the level conform to the topic. The results of the study were summarized as follows:
1.Integrating interactive white board into scaffolding instruction enhanced the oral expressive abilities of the students with hearing impairment in elementary school.
2.Integrating interactive white board into scaffolding instruction maintained the oral expressive abilities of the students with hearing impairment in elementary school.
3.Integrating interactive white board into scaffolding instruction promoted the quality of oral expressive abilities including fluency, coherence, completion and the level conform to the topic.
Finally, based on the findings of the study, suggestions were offered for elementary school teachers and futher researches.
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