Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/16737
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dc.contributor.author陳瑋婷zh_tw
dc.contributor.authorWei-Ting Chenen_US
dc.date.accessioned2014-10-27T15:22:11Z-
dc.date.available2014-10-27T15:22:11Z-
dc.date.issued2011-06-??zh_TW
dc.identifierFA2540EF-785F-F521-8176-8ADFF54D8C57zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/16737-
dc.description.abstract本研究藉由後設分析法探討13篇(N=40) 採取單一妥試實酸設計且以學習障礙學生幸福研究對象之寫作教學研究成效﹒在文章品質方面,後測PND為92.17% '而維持後測PND為89.14% ﹒在總字數分面,後測PND為74.58% '而維持後測PND為74.58% ﹒除此之外,本研究經Kruskal- Willis單因子等級變異數分析後並未發現寫作教學介入成效因為教育階段或介入方法之不同而有所差異。zh_tw
dc.description.abstractFor the trend of reviewing the effects of writing intervention research, this present study reviewed 13 earlier studies (N = 40) on single subject design writing instruction for students with learning disabilities by conducting a meta-analysis. In terms of composition quality, the average PND at posttest was 92.17% and the average PND at maintain posttest was 89.14%. In terms of length,the average PND at posttest was 74.58%, and the average PND at maintain posttest was 74.58%. Besides, the Kruskal-Wallis procedure revealed no statistically significant differences in dependent variables regardless of education level and intervention type variables.en_US
dc.language中文zh_TW
dc.publisher國立台灣師範大學特殊教育中心zh_tw
dc.publisherNational Taiwan Normal University Special Education Centeren_US
dc.relation(119),37-44zh_TW
dc.relation.ispartof特殊教育季刊zh_tw
dc.subject.other後設分析zh_tw
dc.subject.other單一受試研究法zh_tw
dc.subject.other寫作zh_tw
dc.subject.other學習障礙學生zh_tw
dc.subject.othermeta-analysisen_US
dc.subject.othersingle subject designen_US
dc.subject.otherstudents with learning disabilitiesen_US
dc.subject.otherwritingen_US
dc.title學習障礙學生寫作教學成效之後設分析zh-tw
dc.title.alternativeA Meta-Analysis of Effects of Single Subject Design Writing Instruction for Students with Learning Disabilitieszh_tw
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