多感官學習之字母併讀補救教學對低成就學生的學習成效探討

Effects of Phonics Remedial Instruction through a Multisensory Approach on Low Achievers

本研究旨在探討字母拼讀補救教學透過多感官學習對低成就學生的學習成效。本研究以嘉義市四位五年級學童為對象。研究工具包含前後測、訪談、教室觀察。在資料分析方面，本研究採用敘述統計和內容分析來呈現研究資料。本研究的主要發現摘述如下：一、多感官教學能提升學童的字母讀寫能力、子音和母音發音能力。二、多感官教學能提升學童的學習興趣。三、多感官教學能符合個別學童的不同學習風格。四、多感官教學中，各感官呈現的比例有所不同。五、當學童的學習風格和比例較重的感官呈現相符合時，成效較高。六、多感官教學中，各感官呈現的方式應該被考量。根據本研究成果，建議英語教師正視多感官學習的重要性，並將多感官學習融入補救教學。

The purpose of the study was to examine the effect of phonics remedial instruction through a multisensory approach on low achievers. Moreover, the participants´ perceptions and reactions to teaching activities presented in a multisensory approach were explored. An action research method was employed in the current study in which four fifth graders in Chiayi City were recruited as participants. The instruments included pre/post test, interview and classroom observations. The major findings are stated as follows. (1) The intervention improved participants´ ability in writing alphabet in sequence, recognizing 26 letters, and pronouncing individual consonants and vowels. (2) Activities presented in a multisensory approach were appealing to the participants. (3) When activities were taught in a multisensory approach, each participant found his/her learning styles satisfied. (4) Certain sensory modality might weigh more than others in a multisensory approach. (5) The participants seemed to learn more when their learning style matched to the focused sensory modality. (6) The strategy used in each sensory modality should be considered when a multisensory approach is adopted. Based on the findings, a multisensory approach is recommended to be implemented in any teaching practice, especially in remedial instruction.