心智圖教學對國中學習障礙學生故事體文章的閱讀理解學習成效

The Effects of Mind-Mapping Instruction on the Story Article Reading Comprehension for Junior High School Students with Learning Disabilities

本研究旨在探討心智圖教學對國中學習障礙學生故事體文章閱讀理解之學習成效，採單一個案研究法之撤回設計（A－B－A），以三位國中八年級學習障礙學生為研究參與者，蒐集量化資料進行分析。本研究分為基線期、處理期和撤回期三個階段。在基線期進行一般閱讀理解的教學，蒐集研究參與者在心智圖教學處理前的閱讀理解測驗表現。處理期進行心智圖教學，評量研究參與者閱讀理解測驗表現之立即成效。處理期結束後一週進入撤回期，評量研究參與者在閱讀理解測驗表現之維持成效，並於處理期和撤回期進行類化評量，以瞭解研究參與者對記敘文的閱讀理解之類化成效。本研究透過目視分析、C統計及效果量，獲得以下結果：心智圖教學對國中學習障礙學生故事體文章閱讀理解具有立即成效，但在撤回期的維持和類化成效上，則皆介於具有成效和部分維持成效之間。此研究結果的意涵為心智圖的教學能提升國中學習障礙學生故事體文章的閱讀理解能力，有部分學生維持成效有限，且有部分學習障礙學生可以類化至記敘文體的閱讀理解。

The purpose of the study was to investigate the effects of the mind-mapping instruction on the story article reading comprehension for three students with learning disabilities. The ABA design of single-case research was used in this study. The participants were three 8th graders with learning disabilities. The reading comprehension test, including vocabulary knowledge, surface text understanding, and inferential comprehension, was used to collect their reading comprehension ability. All data were analyzed using visual analysis, C statistic, and effect size. The main findings were as follows: (a) Mind mapping could enhance story article reading comprehension ability of junior high school students with learning disabilities. Some students with learning disabilities could maintain the effects. (b) Some students with learning disabilities could apply mind mapping in narrative reading comprehension.