漢堡圖示組織教學對國小學習障礙學生寫作成效之探究

The Effects of the Hamburger Graphic Organizer on the Writing Performance of Elementary School Students with Learning Disabilities

本研究探討漢堡圖示組織（Hamburger Graphic Organizer，簡稱HGO）教學對國小學習障礙學生寫作品質與寫作態度的影響。採用單一受試實驗設計(A-B-M)進行研究，以北部某國小資源班的三名五年級學習障礙學生為對象，進行量化與質性資料蒐集與分析。研究結果顯示，HGO教學能顯著提升學生的寫作品質，特別是在文章結構完整性與段落細節描述方面，介入期間表現提升明顯，部分學生在維持期中仍能保留成效。此外，學生的寫作態度在視覺化教學引導下多呈現正向改變，提升了寫作動機與參與度。然而，對於注意力不足或詞彙量有限的學生，HGO的長期應用效果有限，需搭配個別化教學支持與額外練習。研究建議將HGO教學廣泛應用於語文教學中，特別是針對學習障礙學生的寫作輔助，並結合長期支持計畫與數位科技工具，進一步強化學習效能與應用性。

This study explores the effects of the Hamburger Graphic Organizer (HGO) on the writing quality and attitudes of elementary school students with learning disabilities (LDs). A single-subject experimental design (A-B-M) was adopted, involving three fifth-grade LD students from a resource classroom in northern Taiwan. Both quantitative and qualitative data were collected and analyzed. The findings indicate that HGO instruction significantly improved students’writing quality, particularly in the completeness of text structure and the richness of paragraph details, with notable gains during the intervention period. Partial retention of these improvements was observed during the maintenance phase. Additionally, the visual-guided teaching approach positively influenced students' writing attitudes, enhancing their motivation and engagement. However, for students with attention deficits or limited vocabulary, the long-term application of HGO showed limited effects, suggesting the need for individualized teaching support and additional practice. It is recommended that HGO instruction be widely implemented in language education, especially as a writing aid for LD students, and integrated with long-term support plans and digital tools to further enhance learning outcomes and retention.