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|Other Titles:||Effects of Integrating Interactive Whiteboard into the Mind Mapping Composition Program on Writing for Junior High School Students with Learning Disabilities|
National Taiwan Normal University Department of Special Education
Purpose: This single-subject, multiple-probe experimental study primarily examined the effects of integrating the interactive whiteboard into the mind mapping composition program on improving the writing performance of junior high school students with learning disabilities. Methods: Three junior high school students, identified as having learning disabilities by the Committee of Identification, Placement and Consultation for the Special Needs Children in Yunlin County, were the study subjects. Their writing skills, including the total number of words written, were assessed, and their writing quality and writing fluency were indexed using the Writing Expression Rating Scale. All data were analyzed using visual inspection analyses and C statistics. The satisfaction of teachers and parents of the participants with this writing intervention program were evaluated using a feedback questionnaire. Results/Findings: The major findings were as follows: 1. Integrating the interactive whiteboard into the mind mapping composition program resulted in enhanced and retained effects on “the total word-writing fluency”. Both the immediate and retained effects of the intervention program were positive and substantial for each participant. 2. The intervention program resulted in enhanced and retained effects on “the total scores of the Writing Expression Rating Scale”. Both the immediate and retained effects were positive and substantial for each participant. 3. The intervention program resulted in enhanced and retained effects on “organizations, contents, and rhetoric.” Both the immediate and retained effects were positive and substantial for each participant. 4. The teachers and parents of two of the three participants agreed that integrating the interactive whiteboard into the mind mapping composition program improved the writing performance and writing attitudes. They were mostly satisfied with the positive effects of this writing intervention program. Conclusions/Implications: Th
|Appears in Collections:||特殊教育研究學刊|
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