英文摘要 |
This research study was intended to develop the effective learning tasks in phonics spelling and word-recognition for the students with word-recognition difficulties through the scaffolding approach and the multiple-phonics and word-recognition teaching strategy. In addition to following the basic rule of Chinese word structure, the multiple-phonics and word-recognition teaching strategy was characterized by transforming the learning content from difficult to easy, from unknown to familiar, and from boring to interesting materials. Moreover, it was integrated with students’ previous and familiar learning experience in order to promote their participation and learning motivation. A withdrawal research design aimed to investigate the effect of multiple-phonics and wordrecognition teaching strategy for four second-grade students with word-recognition difficulties. The participants were provided with eight-week wrapping phonics intervention and five-week wrapping word-recognition intervention. All the data collected were analyzed by the percentile, Tryon’s C statistics, p-value and d effect size. Overall, the multiple-phonics and word-recognition teaching strategy was effective for these participants according to their performance at the baseline stage. In addition, the learning effects were maintained after withdrawing intervention. |