| Summary: | 碩士 === 國立政治大學 === 圖書資訊學數位碩士在職專班 === 107 === The cultivation of one’s reading ability is an important ability that every child needs in school. The ability to read and understand text will affect a student’s learning outcomes. As a student grows older and the difficulty and length of textbooks as well as assigned readings increase, students with physical and mental disabilities need teachers to teach them how to use reading strategy tools, which helps students with physical and mental disabilities to systematically capture and integrate the content of the text. The purpose of this study is to explore The Effect of Reading Comprehension for Students with Disabilities on Concept Mapping Skills into Teaching Mandarin Expository Text. Among them, the propositional structure in the reading comprehension test is divided into four parts: grammar, surface meaning understanding, analysis comparison, and inference.
This research method uses a cross-group multi-baseline design in a single case study. The subjects were five fifth to sixth grade students from a physical and mental disability resource class in an elementary school in Taoyuan City. The students include two with mild intellectual disabilities, one student with an other disorder, and two students with learning disabilities. The single case research method is to use the research object as its own control by introducing self-changing items of concept mapping into teaching, showing good experimental control. Confirm the causal relationship between the dependent variable and the independent variable, Based on quantitative research data, Qualitative description as auxiliary. The quantitative data is to analysis the performance on self-generated comprehension test before the baseline and after the intervening articles. The qualitative description is composed by teacher’s observation and the conceptual compositions drawn by the subject.
According to the results of data analysis, various performance change curves, visual analysis tables, simplified time series analysis C statistics and qualitative data, the following conclusions can be obtained:
First, effects of the conceptual composition integration into the instructional teaching strategy and curriculum design: (1) Using teamwork to draw conceptual composition helps elementary students with disabilities to learn. (2) Focusing on individual concept composition and strategies can improve the effectiveness of reading comprehension.
Second, the effects of integrating conceptual composition into the reading comprehension to the research objects: (1) The integration of concept mapping strategy with Chinese exposition articles will effectively enhances the performance of the literal comprehension and compare and contrast performance of reading comprehension of the subjects (2) The performance of grammar and inference outcome of the subjects shows positive tendency after the integration of concept mapping strategy with Chinese exposition articles are used, but the immediate effect is not completely stable and consistent so that individual differences needs to be considered. (3) When concept mapping is integrated into Chinese exposition article teaching, the overall scores of the reading comprehension in the subject had positively improved, but the significant effect of subjects are not consistent and is needed to consider individual differences.
Third, the difficulties and improvements of concept mapping teaching: (1) The higher level of architecture extraction in the concept composition requires longer period of teaching and provide scaffolding. (2) The more the attributes of the textbook focus on a single main axis, or the content of cognitive load relative to the learner, the use of concept mapping into the teaching can improve the effectiveness of reading comprehension and clarify the concept myth.
Keyword: Concept Mapping、Students with Disabilities、Reading understanding、single case research、Expository-writing、Reading strategy.
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