多媒體應用說明文文章結構教學對國小閱讀困難學童學習成效之研究

Abstract

本研究旨在探討一般文章結構教學以及多媒體結合文章結構教學對於國小閱讀困難學童的學習成效、維持成效，以及接受說明文文章結構教學後的閱讀能力成長情形。採取單一受試之交替介入設計進行兩種教學法之比較，將實驗階段分為基線期、交替介入期以及最佳介入期，選取四名智力正常且理解困難之四位學生，於每周進行兩節教學介入，並於每周的第二節課進行文章結構分析能力、選擇題以及克漏字測驗之評量。 將所得之評量結果進行視覺分析以及效果量分析，得出主要研究結果之三項發現：（一）不同受試者在接受不同教學法之後，其學習成效有差異，丁生在多媒體結合文章結構教學較好，乙生則相反，而甲生和丙生的差異則不明顯。（二）受試者在接受成效較佳的教學法之後，有其維持成效。（三）學習成效沒有差異的受試者，其類化效果也有所不同，丙生有類化，甲生則無。 本研究依據結果與討論提出研究限制，並針對欲進行相關教學的教師或研究者提出教學實務及未來研究之建議。

The purpose of this study was to investigate the effects of general expository text structure instruction combining multimedia applications or not to elementary students with reading difficulties. The alternating treatment design of single subject research was used and three phases included baseline phase, alternating treatment phase and best treatment phase. Four students with normal intelligence and word recognition but comprehension difficulties were assigned to the instruction twice a week. And they were assessed with text structure recall and reading comprehension through multiple-choice test and cloze test after the second lesson per week. According to visual analysis and effect size, the results of the study were summarized as follows:

1. There are differences between subjects in different instructions. Student D performed do better in multimedia applications for expository text structure instruction, on the contrary student B didn’t. But no significant difference found in students A and C. 2. The effect was maintained when subjects were assessed in the phase of best instruction. 3. The generalization effect was also different among subjects who has no significant difference in the instructions. The generalization effect was found in student C, but not in student A. According to the findings, the limitations of this study and the recommendation to further research and implementations were made.