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1	多感官教學對國小資源班學生識字之成效 ; The Learning Effect of Chinese Literacy by Utilizing Multisensory Instruction for Students of Resource Room at Elementary School
	吳金莉; WU, JIN-LI. - 2016
	Abstract: 本研究的目的主要在探討多感官教學法對於資源班學生在識字學習之成效。研究方法採單一受試之ABA撤回設計，以高雄市國小資源班兩名分別為五年級輕度智能與學習障礙學生為研究對象，進行多感官教學法的識字教學實驗，探討多感官教學法對於資源班學生在識字學習之成效，經研究發現結果如下：1.使用「多感官教學」之策略對資源班學生在識字學習的「識字總分」、「看字讀音」、「看字寫詞」（甲生）、「看字選詞」（乙生）與「聽寫」方面具立即成效。2.使用「多感官教學」之策略對資源班學生在識字學習的「識字總分」、「看字讀音」、「看字寫詞」（甲生）、「看字選詞」（乙生）與「聽寫」方面具維持成效。3.兩位受試學生對「多感官教學法」學習識字之接受度與滿意度皆呈肯定態度。根據上述結果與發現，研究者分別對實務教學及未來相關研究提出具體建議，以供未來研究者及教學者參考。 ; The purpose of this study was to investigate the effects of enhancing Chinese literacy among students of the resource room at elementary schools by using multisensory instruction. The research also investigated the opinions of participators on this teaching method. This research used a single-subject design and A-B-A reversal design. Two resource room students of Kaohsiung’s elementary school , who had learning disability and mild mental retardation participated the design of experimental teaching method during eight courses. The teaching results of experimental courses were analyzed by visual analysis and C statistic. And then interviewed with the participators to understand their opinions of experimental results and the effects after the courses. Briefly description of instruction results after experiment courses as below：1. There were immediate effects of the two participators by using multi-sensory instruction in assessment of “the word recognition performance”, “writing down the pronunciation by looking word”, “writing the phrase by looking word”(for one student), “choosing the phrase by looking word”(for the other student), “writing down the word by phonetic cue”.2. There were retain effects of the two participators in the post test by using multisensory instruction in assessment of “the word recognition performance”, “writing down the pronunciation by looking word”, “writing the phrase by looking word” (for one student), “choosing the phrase by looking word”(for the other student), “writing down the word by phonetic cue”.3. After the experiment courses, two participators all had positive reaction to support the design of the multisensory instruction. Based on the research findings, this study provided recommendations in teaching practice and related researches in the future respectively for reference.
	Keyword: multisensory instruction;students of the resource classs;performance of word recognition;withdrawal design;teaching of word recognition; 多感官教學法;資源班學生;識字學習成效;撤回實驗設計;識字教學
	URL: http://140.127.82.166/bitstream/987654321/18413/1/104NPTU0284011-001.pdf http://140.127.82.166/handle/987654321/18413
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