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The Effectiveness on Word Recognition for Elementary School Students with Mental Retardation by Interactive Picture Book
interactive picture books;mental retardation;the effectiveness on word recognition
|Issue Date: ||2012-11-13 17:01:12 (UTC+8)|
The purpose of this study is to explore the effectiveness on word recognition for elementary school students with mental retardation by interactive picture book. Interactive picture books mean that teachers integrate interactive whiteboard into their instruction of picture books in this study. Integrating multi-media material into picture books enhances teaching efficiency as the greatest characteristic. Teachers and learners can manipulate various elements or display the content directly by using whiteboard. In recent years , more and more teachers use it in their instruction. However, to raise special children’s learning interests is not an easy task. In particular, their abilities of word recognition are not good enough that causes their poor reading comprehension.
Teaching contents are designed from CCA（Council for Culural Affairs）which provides electronic picture books. Students can manipulate the picture book on the whiteboard in a lively learning environment. Two students with mental retardation are chosen from a public elementary school in Kaohsiung city. The experiment lasts for sixteen weeks, three times a week, and forty minutes each time. This study is conducted by using single-subject experimental design. In the meantime, visual analysis and Tryon’s C statistic methods are utilized to analyze students’ scores on tests. Data is also gathered through instruments of interviews and learning attitude feedback which are designed by the researcher. According to above data materials, we’ll explore the effectiveness of word recognition by using interactive picture books. The results of this study are as follows :
1. The teaching of interactive picture book has short-term and long-term effects of
"memory" ability for elementary students with mental retardation.
2. The teaching of interactive picture book has short-term and long-term effects of
" comprehension" ability for elementary students with mental retardation.
3. The teaching of interactive picture book has short-term and long-term effects of
"application" ability for elementary students with mental retardation.
4. The teaching of interactive picture book has short-term and long-term effects of
"overall literacy” ability for elementary students with mental retardation.
5. The post-instructional questionnaire shows that positive attitudes toward interactive
picture book used as learning materials.
|Appears in Collections:||[資訊管理系(所)] 博碩士論文|
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