創意繪圖融入閱讀理解課程對國小學習障礙學生閱讀表現之成效研究

Abstract

本研究在探究創意繪圖融入閱讀理解課程對國小學習障礙學生閱讀表現之成效研究。研究者採單一受試跨行為多探試設計，對二名國小三年級學習障礙學生進行為期八週的教學介入，自變項為創意繪圖融入閱讀理解課程，依變項分別為詞彙能力、閱讀流暢性及閱讀理解能力，並以自編測驗評量與蒐集受試者於各階段的閱讀表現。而研究者在整理所有測驗資料後，以曲線圖分析、視覺分析、簡化時間序列分析之C統計及後設分析（改善率差異量），進行閱讀表現成效之探究。於研究結束後，讓師長填寫教學實驗問卷、受試者填寫學習感受問卷，以建立本研究之社會效度。 研究者統整二名受試者接受創意繪圖融入閱讀理解課程後，閱讀表現結果如下述。 一、「創意繪圖融入閱讀理解課程」對二名國小學習障礙學生詞彙能力具有立即成效與維持成效。 二、「創意繪圖融入閱讀理解課程」對二名國小學習障礙學生閱讀流暢性部分具立即成效，部分具維持成效。 三、「創意繪圖融入閱讀理解課程」對二名國小學習障礙學生閱讀理解能力無立即成效，但具有維持成效。 四、「創意繪圖融入閱讀理解課程」對二名國小學習障礙學生的閱讀表現具有良好之社會效度。 研究者依上述結果，分別提出對教學實務及未來研究之建議，以供教學者及研究者參考。

The purpose of the study was to explore the effect of creative graphic merged into the reading comprehension course on the reading performance for elementary school students with learning disabilities. The researcher used the multiple-probe across-behavior design of the single subject research approach for eight weeks teaching intervention to two third-grade students with learning disabilities. During the intervention condition, the creative graphic merged into the reading comprehension course was the independent variable and the reading performance (vocabulary ability, reading fluency andreading comprehension) were the dependent variable. Data on reading performance were collected by teacher-made tests, and the data were analyzed by line chart, visual analysis, simplified time-series analysis C-statistic and meta-analysis (improvement rate difference) to investigate the immediate and maintenance effects. At the end of the study, in order to show the social validity, teachers and parents were asked to complete a questionnaire to response their observation of the students, and students were asked to complete a questionnaire to determine their satisfaction with the use of creative graphic. The results of the study were as follows: 1.After creative graphic merged into the reading comprehension course, two students with learning disabilities has shown immediate and maintenance effects on vocabulary ability. 2.After creative graphic merged into the reading comprehension course, two students with learning disabilities has shown partly immediate and partly maintenance effects on reading fluency. 3.After creative graphic merged into the reading comprehension course, two students with learning disabilities hasn’t shown immediate effects on reading comprehension, but has shown maintenance effects on reading comprehension. 4.There is a good social validity for creative graphic merged into the reading comprehension course on the reading performance for elementary school students with learning disabilities. According to the results, the suggestions for teaching instruction and future research were proposed.