學習障礙學生運用圖像組織於寫作活動之研究

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dc.contributor.author蕭乃瑛zh_tw
dc.contributor.authorAi-Ying Hsiaoen_US
dc.date.accessioned2014-10-27T15:21:17Z
dc.date.available2014-10-27T15:21:17Z
dc.date.issued2013-06-??zh_TW
dc.description.abstract本研究旨在探討如何協助一位國中資源班學習障礙學生，利用圖像組織參與寫作活動的介入歷程。研究採單一受試法中的倒返設計進行實驗。研究結果發現學生在寫作的量確實有所增長，而在質的部分則仍需依賴自身生活經驗的豐富度來增色。zh_tw
dc.description.abstractThis study investigated the processes used in assisting a learning-disabled student in resource rooms of a middle school to participate in writing activities by using graphic organizers. A single subject reversal design was used to carry out this study. Results showed that improving context would result in enriching one’s life.en_US
dc.identifier61062FC2-83A1-C328-2E1D-9A3573FCBC3Fzh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/16107
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(127)，33-43zh_TW
dc.relation.ispartof特殊教育季刊zh_tw
dc.subject.other圖像組織zh_tw
dc.subject.other寫作zh_tw
dc.subject.other學習障礙zh_tw
dc.subject.othergraphic organizationsen_US
dc.subject.otherwritingen_US
dc.subject.otherlearning disabilityen_US
dc.title學習障礙學生運用圖像組織於寫作活動之研究zh-tw
dc.title.alternativeThe Study of Students with Learning Disability Participating Writing Activities by Graphic Organizationszh_tw

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