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| 篇 名 |
Combining CAI with Vocabulary Guides‚ Audio-Visual Cues and Repetitive Practice Strategies to Teach Word Recognition to..... |
| 作者/編譯者 |
Jia-Yi Lu Shu-Jou Sun |
| 出版年/月 |
2006/3 |
| 期 數 |
30 |
| 頁 次 |
217 ～ |
| 類 別 |
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| 摘 要 |
The purpose of this study were to determine the effectiveness of CAI combined with vocabulary guides‚ audio-visual cues and repetitive practice strategies in teaching word recognition to moderately retarded children in primary school. The study used a multiple-probe experimental design. The independent variable was Computer Assisted Instruction (CAI) combined with vocabulary guides‚ audio-visual cues and repetitive practice strategies; the dependent variables were the effectiveness and efficiency of instruction. The teaching experiment took nine consecutive weeks‚ and the major findings were: (1) through CAI‚ these three moderately retarded children could recognize twelve target words; (2) through CAI‚ these three children were able to retain what they learned; (3) through CAI‚ these three children could generalize to different Chinese characters‚ and point out the words in their surroundings as well as in other books; (4) presented with different Chinese character structures‚ these three children did not all learn the same character in the same sequence; and (5) as to efficiency of word recognition‚ in general these three children were not affected by the number of strokes in a character. According to the findings of this study‚ we made some suggestions regarding the application of our proposed method to actual teaching‚ the design of relevant software‚ and possible future studies in this field. Keywords: moderately retarded children‚ vocabulary guide‚ audio-visual cues cues‚ repetitive practice‚ CAI‚ word recognition |
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