繪本教學對國小輕微認知缺損學童功能性詞彙學習成效之研究

Effects of Picture Book Instruction on Functional Vocabulary for Children with Mind Cognitive Impairment

本研究目的旨在探討繪本教學對國小輕微認知缺損兒童功能性詞彙學習之影響。研究對象為二位國小資源班兒童，男女生各一位，年齡在八歲一個月與八歲十個月，智商平均得分為60，研究方法採單一受試法之跨行為多探試設計。自變項為繪本教學課程，依變項為功能性詞彙中的常見字及社會性詞彙。共進行每週二節、每節四十分鐘、共八週十六節課的教學活動。研究工具為自編繪本教學課程、常見字與社會性詞彙學習單。結果顯示繪本教學對二位研究對象的常見字及社會性詞彙能力提升的程度不相同，對甲生的社會性詞彙有顯著提升、對乙生的常見字及社會性詞彙皆有顯著提升。後續研究可從跨情境角度探討對研究對象功能性詞彙的改善。

The purpose of this study focused on examining the effects of picture book instruction in improving sight words and social vocabulary of elementary school age children with mind mental retardation. Participants were two students placed in self-contained special education classroom of an elementary school, included one boy and one girl, and aged from 8 years 1 month old to 8 years 10 months old. A multiple probe across behaviors design was conducted in this research. The independent variable in this research was the picture book instruction, and the dependent variables were the sight words and social vocabulary. Forty- minutes of picture book instruction session was given twice per week, and the intervention lasted for 16 sessions during eight weeks. The measuring tests included picture book instruction, sight words scale, social vocabulary scale. The results showed: (1) The findings indicated that there was a significant effect of social vocabulary for Student A| (2) There were significant effects of sight words and social vocabulary for students B.