晨间阅读活动对国中资源班智能障碍学生自发性阅读行为影响.PDFVIP

殊教育 特殊教育與輔助科技半年刊 特 National 晨間閱讀活動對國中資源班智能障礙學生自發性閱讀行為影響之研究 與 民104年12月 第13期 第52-59頁 Taichung University 助科技 輔 52 晨間閱讀活動對國中資源班智能障礙 學生自發性閱讀行為影響之研究 黃彥融 新北市立福和國民中學 國立臺灣師範大學教育學系博士候選人 摘 要 本研究旨在探討國中資源班智能障礙學生進行晨間閱讀活動後，對自發性閱讀行 為之影響。研究方法採單一受試研究法之跨受試多探試設計，以三名就讀國中資源班 八年級智能障礙學生為對象，進行維持 8 周的晨間閱讀活動，以探討受試者在自發性 閱讀行為上的改變。研究結果如下：（一）三位受試者在參與後，其自發性閱讀行為均 有增加趨勢，顯示晨間閱讀活動對其自發性閱讀行為有立即效果。（二）撤除晨間閱讀 活動後，維持效果較不明顯。 關鍵詞：晨間閱讀活動、自發性閱讀行為、智能障礙學生 The Effects of Reading Activity in the Morning on Voluntary Reading Behavior of Students with Intellectual Disability in Junior High School Yan-Rong Huang New Taipei Municipal Fu-He Junior High School Doctoral candidate, Department of Education, National Taiwan Normal University Abstract The purpose of this study was to explore the effects of reading activity in the morning on voluntary reading behavior of three students with intellectual disability in junior high school. A single-subject experimental design of multiple probe design across subjects was used to evaluate the effects. The independent variable was reading activity in the morning, and the dependent variables were the scores of reading behavior. The conclusions of this study were as follows: 1.The reading activity in the morning showed effects on increase significantly trend in voluntary reading