圖卡關鍵詞教學法對注意力不足過動症幼兒字義理解與識字能力影響之初探

The Effects of Picture Keyword Teaching on Word Comprehension and Word RecognitionAbilities of Children with Attention Deficit Hyperactivity Disorder

本研究旨在探討圖卡關鍵詞教學法對注意力不足過動症幼兒字義理解與識字能力的影響。圖卡關鍵詞為研究者依照詞素理解測驗，挑選出適合幼兒學習的一字多義詞彙。採用單一受試跨受試多基線設計，以三位五至六歲注意力缺陷過動症幼兒為研究對象，進行為期八週的教學介入。透過教師運用圖卡故事、字義教學及遊戲活動，來提升幼兒的字義理解與識字能力。每次課程結束後，進行立即性的後測評量，並於介入結束兩週後測量保留效果。除了測驗量化資料分析外，再輔以教學觀察資料佐證。本研究結果顯示：（一）「圖卡關鍵詞教學」能提升五至六歲注意力缺陷過動症幼兒的一字多義字義理解表現。（二）「圖卡關鍵詞教學」能提升五至六歲注意力缺陷過動症幼兒的識字表現。根據研究發現，分別對未來研究和教學提出建議。
Purpose: This study investigated the effects of the picture keyword teachingmethod on the word comprehension and word recognition skills of children withattention deficit hyperactivity disorder. Methods: Multiple baseline design acrosssubjects was adopted in this study. Three children aged five to six years old withattention deficit hyperactivity disorder participated in this study. To control thelanguage abilities of the three children, each child was first administered the PeabodyPicture Vocabulary Test-Revisited. Through the keyword teaching method, whichincludes use of picture stories, Power Point, and game-based activities, polysemouswords that are suitable for young children to learn were taught to the three subjects.An immediate post-test assessment was conducted at the end of each lesson, and theeffect of retention was measured two weeks after the intervention. Besides tests,observation of the children’s behavior while teaching was obtained. Results/Findings:The picture keyword teaching enhanced the polysemous word comprehension andword recognition abilities of the five- to six-year-old children with attention deficithyperactivity disorder. Conclusions/Implications: The results of this study can provide educational and clinical suggestions for parents and teachers of children withattention deficit hyperactivity disorder.