圖像式輔助教學對提升國中學習障礙學生閱讀理解能力之成效研究

Abstract

本研究旨在探討圖像式輔助教學對國中學習障礙學生閱讀理解能力之成效。研究對象為新竹市某國中資源班三位八年級學習障礙學生，採單一受試法之跨受試多基線設計，進行十次教學介入。自變項為圖像式輔助教學方案，依變項為詞彙理解與文意理解的立即與保留成效。研究工具包括研究者以生成式人工智慧製作的圖像教材，以及自編閱讀理解測驗。透過C統計與階段間正確率比較，分析學生在不同階段的表現。研究結果顯示，圖像式輔助教學能有效提升學生詞彙理解正確率，且具保留效果；在文意理解方面，部分學生具有立即成效，而所有學生在保留期皆有維持效果。本研究證實圖像式輔助教學有助於改善學習障礙學生的閱讀理解表現，並對後續特殊教育教學策略的設計與應用具實務參考價值。

This study aimed to examine the effectiveness of graphic-assisted instruction in enhancing the reading comprehension abilities of junior high school students with learning disabilities. The participants were three eighth-grade students with learning disabilities from a resource room in a junior high school in Hsinchu City. A single-subject multiple-baseline across-subjects design was adopted, and ten instructional sessions were implemented. The independent variable was the graphic-assisted instructional program, and the dependent variables were the immediate and retention effects on vocabulary comprehension and reading comprehension.The research tools included graphic materials produced through generative artificial intelligence, as well as researcher-developed reading comprehension tests. Data were analyzed by comparing accuracy rates across phases and applying C-statistics to examine the effects of the intervention.The results revealed that graphic-assisted instruction significantly improved students’ vocabulary comprehension accuracy, with effects maintained over time. In terms of reading comprehension, some students demonstrated immediate improvement, and all students maintained their performance during the retention phase.Overall, this study confirmed that graphic-assisted instruction can effectively enhance the reading comprehension performance of students with learning disabilities, providing practical implications for the design and application of instructional strategies in special education.