The purposes of this study were to explore and to compare the effects of three vocabulary instruction strategies on vocabulary learning and reading comprehension for two sixth graders with reading disabilities through a multiple treatment design. The independent variables were three vocabulary instruction strategies: word definition, semantic mapping, and context clues. The dependent variables were students'' performance on vocabulary and reading comprehension tests. The vocabulary test involved three components: word recognition, word meaning, and word usage.
The major findings were summarized as followings:
1. All the three vocabulary instruction strategies had positive effects on two subjects'' learning, and the effect of using context clues was the best.
2. The effects of word definition and semantic mapping instruction strategies on vocabulary learning were inconsistent at different phases of intervention.
3. Word definition and semantic mapping instruction strategies were beneficial to subjects'' word meaning acquisition.
4. The effects of word recognition and word usage were various among the three vocabulary instruction strategies.
5. All the three vocabulary instruction strategies had positive effects on subjects'' reading comprehension, and the semantic mapping as well as the context clues instruction strategies got better results.
6. The semantic mapping instruction strategy seemed to yield a better reading comprehension scores than the strategy of using context clues, however, its effect was not completely proved.
According to the findings, several suggestions for reading instruction and future research were proposed.
Keywords: vocabulary instruction, reading disability, vocabulary
learning, reading comprehension.
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系統編號:
091TMTC0742009
出版年:
2003
研究生:
陳姝蓉
學號:
G89509
論文名稱:
故事結構教學對增進國小閱讀障礙學生閱讀理解能力之研究
指導教授:
王瓊珠 Chiung-chu Wang
學位類別:
碩士
校院名稱:
臺北市立師範學院
系所名稱:
身心障礙教育研究所
學年度:
91
語文別:
中文
論文頁數:
123
開放範圍:
不開放
中文關鍵字:
故事結構 ，教學 ，閱讀障礙學生 ，閱讀理解能力 ，國小閱讀障礙學生 ，故事結構教學
英文關鍵字:
Story Grammar ，instuction ，Students with Reading Disabilities ，Reading Comprehension ，Elementary Students with Reading Disabilitie ，Story Grammar Instruction
The Effect of Story Grammar Instruction on the Reading Comprehension of Elementary Students with Reading Disabilities
Chu-Jung Chen
Abstract
The purpose of this study was to explore the effects of story grammar instruction on the reading comprehension of five second-grade elementary students with reading disabilities through a single-subject ABA'''' design. The independent variable was story grammar instruction, which focused on identifying six important story grammar components, including main character, setting, initial event, reaction, events, and consequence. The dependent variables were the scores of story grammar questions and story comprehension tests.
The major findings were summarized as follows:
1. Story grammar instruction increased five subjects'''' scores of story grammar questions and its effectiveness lasted for at least three weeks.
2. All subjects'''' performance in six story grammar components were improved, especially in main character and setting.
3. Story grammar instruction increased four subjects'''' scores on story comprehension tests and its effectiveness lasted for at least three weeks.
4. All three dimensions of reading comprehension were improved for these four subjects, especially in word meaning and inferential comprehension.
5. Results showed the positive relationship between story grammar knowledge and story comprehension.
Keywords: story grammar instruction, reading disability, reading comprehension.
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