臺灣博碩士論文加值系統

本研究旨在探討單字盒教學法對國中輕度智能障礙學生英語字彙拼讀字能力之學習成效。研究對象為三名台南市某國中資源班之輕度智能障礙學生，以單一受試研究法中的跨受試之多探試設計進行教學處理。本研究之自變項為單字盒教學法，依變項為英語字彙拼字學習成效及英語字彙讀字學習成效。運用自編「拼字及讀字測驗」、「拼字及讀字類化測驗」之評量結果，並以視覺分析及C統計加以分析。研究結論顯示：

壹、單字盒教學法對國中輕度智能障礙學生在英語字彙拼字及讀字皆具
有立即成效。
貳、單字盒教學法對國中輕度智能障礙學生在英語字彙拼字及讀字皆具
有維持成效。
參、單字盒教學法對國中輕度智能障礙學生在英語字彙拼字及讀字皆具
有類化成效。

根據上述研究結論，提供相關建議，以做為未來教學與研究之參考。

The purpose of this study was to explore the effects of word boxes instruction on English word spelling and reading skills by junior high school students with mild intellectual disabilities. Participants of the study were three students with mild intellectual disabilities in the junior high school resource room. The multiple probe design across subjects of single subject research was used to evaluate the effects. In this study, the independent variable was word boxes instruction, whereas the dependent variables were learning outcomes of English word spelling and reading. The performance data of the participants were gathered by English word spelling and reading (generalization) tests designed by the researcher. The data were analyzed in terms of visual analysis and C statistics. The results of the study were as follows:
1.Word boxes instruction resulted in immediate effects on English word spelling and reading skills by junior high school students with mild intellectual disabilities.
2.Word boxes instruction resulted in retained effects on English word spelling and reading skills by junior high school students with mild intellectual disabilities.
3.Word boxes instruction resulted in generalization effects on English word spelling and reading skills by junior high school students with mild intellectual disabilities.
Based on the above results, suggestions were proposed for the teachers and future researches.

第一章 緒論………………………………………………………1
第一節 研究背景與動機………………………………………1
第二節 研究目的與待答問題…………………………………5
第三節 名詞釋義………………………………………………7
第二章 文獻探討…………………………………………………9
第一節 讀字及拼字………………………………………………9
第二節 智能障礙學生的學習特性……………………………19
第三節 字母拼讀法與單字盒教學法…………………………24
第三章 研究方法…………………………………………………33
第一節 研究設計………………………………………………33
第二節 研究架構………………………………………………36
第三節 研究對象………………………………………………38
第四節 研究工具………………………………………………39
第五節 研究程序………………………………………………43
第六節 資料處理與分析………………………………………45
第四章 結果與討論 ……………………………………………49
第一節 階段內拼字及讀字總得分表現之分析………………49
第二節 相鄰階段間拼字及讀字總得分表現之分析…………59
第三節 拼字得分表現之分析…………………………………66
第四節 讀字得分表現之分析…………………………………81
第五節 討論……………………………………………………95
第五章 結論與建議 ……………………………………………97
第一節 結論……………………………………………………97
第二節 建議……………………………………………………99


參考文獻…………………………………………………………101
壹、中文部分……………………………………………………101
貳、英文部分……………………………………………………103
附錄………………………………………………………………111
附錄一 家長同意書……………………………………………111
附錄二 字母辨識測驗…………………………………………112
附錄三 英語基礎字彙拼讀能力測驗…………………………114
附錄四 單字盒教學字彙學習進度表…………………………116
附錄五 拼字及讀字測驗………………………………………117
附錄六 拼字及讀字測驗作答記錄紙…………………………119
附錄七 拼字及讀字類化測驗…………………………………120
附錄八 教案設計………………………………………………122

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