佘永吉Sher, Yung-Ji黃鳳姿Huang, Feng-Tzu2019-08-282016-02-022019-08-282016http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0699090042%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91519本研究之目的是探討結合多媒體文本的重複閱讀教學對兩名國小三年級識字困難學童的閱讀流暢度成效，並與傳統教師協助式重複閱讀教學進行比較。研究方法採用單一受試法的「A-B1-M1-B2-M2」進行研究，以視覺分析及C統計來分析閱讀正確率與閱讀速度，本研究結果如下： 一、結合多媒體文本的重複閱讀教學與傳統教師協助式重複閱讀教學皆能有效提升閱讀正確率，保留成效部分，兩種重複閱讀教學對兩位受試者皆具有保留成效，唯受試甲在結合多媒體文本的重複閱讀教學後，因情緒問題影響，保留成效不穩定。 二、結合多媒體文本的重複閱讀教學與傳統教師協助式重複閱讀教學皆能有效提升閱讀速度，介入成效又會因受試者的識字表現而有差異。兩種重複閱讀教學法都有保留成效，唯受試甲在結合多媒體文本的重複閱讀教學後，因情緒問題影響，保留成效不穩定。The purpose of the study is to explore the effects of the integration program combining repeated reading and multimedia-text on reading fluency for two third-grade students with dyslexia, and to compare with traditional repeated reading by teacher. The design of the research was single subject of “A-B1-M1-B2-M2”, and the results of reading accuracy and rate were analyzed by visual analysis and Tryon’s C Statistics. The results of the study were that: 1.Both repeated reading combine multimedia-text and traditional repeated reading by a teacher could promote reading accuracy, and also had good maintenance, only the subject A didn’t get maintenance from repeated reading combine multimedia-text for his emotions. 2. Both repeated reading combine multimedia-text and traditional repeated reading by a teacher could promote rate, and the effects were different from reading errors of the students. Both the two way had good maintenance, only the subject A didn’t get maintenance from repeated reading combine multimedia-text for his emotions.多媒體文本重複閱讀閱讀正確率閱讀速度識字困難dyslexiamultimedia-textrepeated readingreading accuracyrate