繪本教學對智力障礙兒童閱讀理解能力的介入研究

本研究採用繪本教學策略，對廣東省某市特殊教育學校一名五年級就讀的智力障礙學生進行介入，探討該方法對於提高智力障礙學生閱讀理解能力的實際效果。在進行研究介入之前，研究者透過觀察、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：研究者透過運用繪本教學對個案介入，能夠有效地提高受試的閱讀理解能力，增強個案閱讀理解的興趣，從而促進個案的閱讀理解能力的發展。

"In this study, a picture book teaching strategy was adopted to intervene a fifth grade student with intellectual disabilities in a special education school in a city of Guangdong Province, to explore the practical effect of this method on improving the reading comprehension ability of students with intellectual disabilities. Before the research intervention, the researchers collected the basic information of the cases through observation tests and data review, so as to make good preparation for the study. This study was divided into three experimental stages: baseline (A1) intervention (B) and follow-up (A2). The intervention duration was 30 days. The results show that the researchers can effectively improve the reading comprehension ability of the subjects and enhance their interest in reading comprehension, thus promoting the development of reading comprehension ability of the cases."