交互教學法對增進聽覺障礙學生閱讀理解能力之研究

The Research of Reciprocal Teaching on Improving the Reading Comprehension Abilities of the Students with Hearing Impairments

本研究目的在於探討交互教學法對聽覺障礙學生閱讀理解能力之成效。研究方法採用單一受試研究之A-B-A-B設計，自變項為交互教學法，依變項為聽覺障礙學生的閱讀理解能力。本研究對象為三名十至十二歲就讀啟聰班的中重度聽覺障礙學生，三名受試者分別接受四個階段，包括基線期一(A1)、基線期一(A2)、介入期一(B1)和介入期二(B2)之資料蒐集，資料的蒐集是記錄三名受試者在「閱讀理解測驗」的表現，以目視分析和內容分析的方式加以探討。同時，輔以分析三名受試者及其家長、老師對此實驗教學之看法。本研究之結果如下：一、交互教學法能增進聽覺障礙學生的閱讀理解能力。二、家長與老師均認為交互教學法能增進聽覺障礙學生的閱讀理解能力，而受試者也認為自己在接受交互教學法的介入後，閱讀理解能力有所增進。

The purpose of this study was to explore the effects of reciprocal teaching on improving the reading comprehension abilities of the students with hearing impairments. The research method adopted a A-B-A-B withdrawal design of the single-subject research， with reciprocal teaching as the independent variable， the reading comprehension abilities with hearing impairments as dependent variables. The subjects of this study were three students with moderate-severe hearing impairments aged from 10 to 12， classed at hearing impairments. Data were collected from four phases， including baseline (A1， A2) and intervention (B1， B2) .Visual analysis and content analysis were used to evaluate the data collected from the performance of three subjects in reading comprehension test. In the mean time， the questionnaire which was filled by the subjects， their parents and teachers was analyzed. The main findings of the study were as follows: 1. The reading comprehension abilities of the students with hearing impairments can improve with reciprocal teaching. 2. Parents and teachers confirmed that reciprocal teaching could improve the reading comprehension abilities of the students with hearing impairments， and the subjects think that their reading comprehension abilities have improved after receiving reciprocal teaching as well.