字母拼讀法結合平板電腦對國中學習障礙學生學習英語字彙之成效
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2015
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本研究主要探討字母拼讀法結合平板電腦對國中學習障礙學生學習英語字彙之成效。研究參與者為三位國中學習障礙學生，採用單一受試研究法之跨受試多探試設計進行教學處理。本研究的自變項為字母拼讀法結合平板電腦，依變項為英語字彙的聽力、讀字及拼寫之學習成效。
本研究之實驗處理有三階段，分別為基線期、介入期與維持期，研究過程以研究者自編之「英語字彙聽力、讀字與拼寫測驗」為工具進行資料蒐集，以視覺分析與C統計進行資料處理與分析，並使用自編的「英語教學回饋調查表」蒐集參與者及原班英語教師對本研究教學方案之滿意度。
本研究結果為：一、字母拼讀法結合平板電腦對國中學習障礙學生英語字彙聽力具有立即與維持效果；二、字母拼讀法結合平板電腦對國中學習障礙學生英語字彙讀字具有立即與維持效果；三、字母拼讀法結合平板電腦對國中學習障礙學生英語字彙拼寫具有立即與維持效果。綜合上述研究結果，提出對未來研究與學習障礙學生英語字彙教學之相關建議。
The purpose of the study was to explore how integrating tablet PC into phonics instruction enhanced English vocabulary for junior high school students with learning disabilities. The three junior high school students with learning disabilities served as the subjects. This study employed the multiple-probe technique across subjects, a variation of the multiple-baseline designs. The independent variable of this research was integrating tablet PC into phonics instruction, whereas the dependent variables were the outcomes of students’ learning of English vocabulary’s listening comprehension, word decoding, and letter spelling. The experiment was divided into three phases, respectively the baseline period, the treatment period, and the maintenance period. The English vocabulary’s listening comprehension, word decoding, and letter spelling tests were developed by the researcher. The collected data were analyzed with visual inspection and C statistics. For all participants and their regular English teachers were interviewed to take the feedback questionnaire to assess their satisfaction with this intervention program. There are three major findings. First, integrating tablet PC into phonics instruction has immediate and retained effects on students’ English vocabulary listening comprehension. Secondly, integrating tablet PC into phonics instruction has immediate and retained effects on student’s English vocabulary word decoding. Thirdly, integrating tablet PC into phonics instruction has immediate and retained effects on students’ English vocabulary letter spelling. According to the findings mentioned above, suggestions were proposed for future studies and English vocabulary teaching in students with learning disabilities.
The purpose of the study was to explore how integrating tablet PC into phonics instruction enhanced English vocabulary for junior high school students with learning disabilities. The three junior high school students with learning disabilities served as the subjects. This study employed the multiple-probe technique across subjects, a variation of the multiple-baseline designs. The independent variable of this research was integrating tablet PC into phonics instruction, whereas the dependent variables were the outcomes of students’ learning of English vocabulary’s listening comprehension, word decoding, and letter spelling. The experiment was divided into three phases, respectively the baseline period, the treatment period, and the maintenance period. The English vocabulary’s listening comprehension, word decoding, and letter spelling tests were developed by the researcher. The collected data were analyzed with visual inspection and C statistics. For all participants and their regular English teachers were interviewed to take the feedback questionnaire to assess their satisfaction with this intervention program. There are three major findings. First, integrating tablet PC into phonics instruction has immediate and retained effects on students’ English vocabulary listening comprehension. Secondly, integrating tablet PC into phonics instruction has immediate and retained effects on student’s English vocabulary word decoding. Thirdly, integrating tablet PC into phonics instruction has immediate and retained effects on students’ English vocabulary letter spelling. According to the findings mentioned above, suggestions were proposed for future studies and English vocabulary teaching in students with learning disabilities.
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字母拼讀法, 平板電腦, 學習障礙, 英語字彙, 單一受試, phonics instruction, tablet PC, learning disabilities, English vocabulary, single subject research