| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 107 === The purpose of this study was to explore effect of story grammar instruction for a 14-year-old boy with moderate intellectual disabilities. The promotion of his reading comprehension ability was conducted by reading text-based instructional process, guiding the student to promote reading-comprehension ability, and improving the outcome of correct ratio and more fluency of story-telling.
In this case study, a single-subject A-B-A experimental design was used in Kinmen County. The subject of this study is a student of the researcher in a special education class of moderate intellectual disabilities at junior high school level. This study, including the baseline, the intervention and the maintenance period, was carried out for eight weeks. After the end of story grammar instruction, the reading comprehension test and the story retelling test were conducted respectively. Meanwhile, the correct scores of his answer were calculated. An analysis of content analysis and story retelling are analyzed to get immediate and retention effect of his reading-comprehension and story retelling ability.
The 4 findings of this study are summarized as follows,
1.The story grammar instruction gets an immediate effect on improving his reading-comprehension ability. After the grammar instruction, his reading-comprehension ability is significantly improved.
2.The story grammar instruction gets a positive retention effect. After grammar instruction intervention, he still keeps retention effect high after two-week later.
3.The story grammar instruction method gets an immediate effect on improving his story retelling. After the grammar instruction, his integrity and fluency of story retelling are significantly improved.
4.The story grammar instruction makes his story retelling retention high. After the grammar instruction intervention, he still keeps retention effect high after two-week later.
Finally, educational implications of this study and future recommendations for future study are also proposed.
|
|---|
