插圖教學法對高中聽障生閱讀記敘文能力成效介入的研究

The Effect of Illustration Teaching Method on Reading Narrative Ability of High School Students with Hearing Impairment

本研究採用插圖教學法策略，對某市特殊教育學校高一（1）班就讀的一名聽覺障礙學生進行介入，探討該方法對於提高聽覺障礙學生閱讀記敘文能力的實際效果。在進行研究介入之前，研究者通過觀察、測驗以及查閱資料等方式，收集個案的基本資料，為研究做好準備。本研究過程分為三個實驗階段：基線期（A1）、介入期（B）以及追蹤期（A2），介入時間有30天。研究結果表明：研究者通過運用插圖教學法對個案介入後，能幫助被試閱讀記敘文，並有效地提高閱讀記敘文的速度，提高學生答案的正確率，最終增強個案閱讀記敘文的興趣，為提高學生語文閱讀能力作出貢獻。

This study used the strategy of illustration teaching method to intervene a hearing impaired student in class 1 of High School of a special educational school in a city，to explore the practical effect of this method on improving the ability of reading narrative of hearing impaired students.Before the intervention of the study, the researcher collected the basic data and relevant information of the case through observation, interview, test and inquiry, so as to prepare for the development and operation of the study. The process of this study was divided into three stages: baseline (A1), intervention (B), and follow-up (A2) for one month. The results show that the researcher can help the students understand the narrative, promote the speed of reading the narrative, improve the accuracy of student's answers, and enhance the interest of reading the narrative, contribute to the improvement of students' reading ability.