直接教學法應用繪本教材提升國中學習障礙學生英語字彙之成效

Abstract

80%的學習障礙學生有閱讀困難，包含聽力、讀字、拼字，從國內外文獻發現，使用直接教學法應用在各科教學和技能課程的文獻有許多，但應用在英語科教學之研究篇幅少。 本研究旨在探討直接教學法教學應用英語繪本對於國中學習障礙學生英語上的學習立即和維持成效。採取單一受試之跨受試多探試實驗設計，研究對象為臺北市三名國中學習障礙學生，於每周進行兩節教學介入，測驗內容包含英文字彙聽力、讀字和拼寫，其結果以視覺分析與C統計進行資料處理，其研究結果如下: 一、 使用直接教學法應用繪本教學英語聽力，具有立即成效與保留成效。 二、 使用直接教學法應用繪本教學英語讀字具有立即成效，但保留成效有差異，其中兩名學生保留成效可維持。 三、 使用直接教學法應用繪本教學英語拼字，具有立即成效，但保留成效有差異，其中兩名學生保留成效可維持。 本研究依據研究結果和限制的部分，提出有關英語字彙教學及未來建議，並提供教師及研究者參考。

According to the study, about 80% learning disabilities have reading difficulity, including phonology, syntax and semantics. (Schiff& Calif, 2004; Granschow, Sparks, Javorsky, Pholman, & Bishop-Marberry, 1991; Czio, 1978). Lots of literatures discover that direct instruction applies in many subjects, but few of literatures apply in teaching English. The purpose of this study was to explore the effects of direct instruction on English learning for junior high school students with learning disabilities. The participants were three ninth grade junior high school students with learning disabilities. In this study, the designer used a single-subject experimental study of multiple baseline across-subjects. The main findings of this study were as follows: 1. Direct instruction combination with English picture books had immediate and retained effects on students’ English vocabulary listening comprehension 2. Direct instruction combination with English picture books had immediate effects on students’ English vocabulary speaking; however, retained effects were differences. The two subjects have effectively maintained their effects. 3. Direct instruction combination with English picture books had immediate effects on students’ English vocabulary letter spelling. However, retained effects are difference, the two subjects were better than the others were. According to the findings above, the designer suggested for future studies and English vocabulary teaching to students with learning disabilities.