The Effectiveness of Chinese Stem-Deriving Instruction on the Word-Recognition for Students with Learning Disabilities

• Main Authors: WEI,MIN-CHUN, 魏民鈞
• Other Authors: Hou,Chen-Tang
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/rymv56

碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 107 === The Effectiveness of Chinese Stem-Deriving Instruction on the improvement of Word-Recognition for Students with Learning Disabilities Abstracts The purpose of this study was to explore the effects of Chinese Stem-Deriving Instruction on literacy skills (word recognition in Chinese) for students with learning disabilities. The participants were two students with learning disabilities in grade two of primary school. The A-B-M design of single subject research was adopted to investigate the effects of this Chinese Stem-deriving Instruction on improving students' literacy skills. A one on one teaching was conducted in this study. The two objectives of literacy skills were "reading the word" and "listing the word".The experimental intervention of the literacy teaching were delivered for 20-minute sessions, twice a week, a total of 7 weeks. The research data were collected through written assessment, actual observation, video recording, and social validity survey, etc., as well as analyzed by visual analysis method and C statistical method. The results of this study are as follows: 1. The Chinese Stem-deriving Instruction on improving participants' literacy skills has immediate effects. 2. The Chinese Stem-deriving Instruction on improving participants' literacy skills does not maintain the effectiveness. Based on the above findings, the researcher proposes the recommendations for implementing Chinese Stem-deriving Instruction and the reference for future research. Keywords: Chinese Stem-Deriving Instruction, learning disabilities, word-recognition