部件意義化識字教學對國小學習障礙學生識字讀寫能力之影響

The Effect of Semantic Radical Instruction on Literacy of Students with Learning Disabilities in Elementary Schools

本研究旨在探討部件意義化識字教學對國小二至六年級學習障礙學生（以下簡稱學障生）識字、寫字、字義掌握及朗讀流暢度成效。為考驗部件意義化識字教學之成效，以40位學障生做為實驗組，另外，還有40位同年齡同班之一般學童做為對照組，此實驗因考慮生態效度限制無法隨機分派受試者，故採準實驗研究法之不等組前後測設計。結果顯示：1.學障生對於教學目標字的認讀、書寫及字義掌握有良好的立即效果，1週、2週、6-8週的短、長期保留皆有良好的成效，但這成效卻已達顯著性。2.學障生識字量成長幅度雖大於一般普通生，但這成效卻未達顯著性。3.學障生書寫能力的成長多於一般普通生且這成效已達顯著性。4.學障生識字速度顯著提升、朗讀流暢性提高，這成效已達顯著性。5.學障生教學後學習焦慮顯著減少，並在學習動機、學習態度、學習信心、學習策略等情感層面和行為層面有更正向的發展，這樣的改變已達顯著性。

The purpose of this study was to examine the effects of semantic radical instruction on literacy of students with learning disabilities in elementary schools. There were 40 primary school students with learning disabilities and 40 typical students of the same age. Only students with learning disabilities received experimental intervention, and typical students of the same age did not receive experimental intervention. The results showed that: 1. Students with learning disabilities have a good immediate effect on the recognition, writing and grasping of the teaching target monk. The short and long-term retention of 1 week, 2 weeks, 6-8 weeks has good mains. This effect has been reach significance. 2. Although the growth rate of literacy of students with learning disabilities is greater than that of ordinary students, this effect has not reached a significant level. 3. The writing ability of students with learning disabilities has mown more than that of typical students and this effect has reached remarkable significance. 4. The learning speed of students with learning disabilities has been significantly improved, and the fluency of reading aloud has been improved, which has achieved remarkable results. 5. The learning anxiety of the students with learning disabilities is significantly reduced after the teaching, and there are more positive developments at the emotional level and behavior level such as learning motivation, learning attitude, learning confidence, strategy, etc. This change has reached a significant level.