自我調整策略發展(SRSD)結合同儕媒介寫作教學對國小四年級學習障礙學生寫作表現之研究

Abstract

The purpose of the study was to explore the effects of self-regulated strategy development（SRSD）plus peer-mediated instruction on the writing performances of the fourth-grade students with learning disabilities and their peers with writing difficulties. Further comparison of the effects of instruction between all participants was conducted. The research method of this study was alternating subjects design adapted from alternating treatment design. Three students with learning disabilities and three peers with writing difficulties were selected for participating this study. The assessment was conducted immediately after instruction for obtaining the data of length of articles and the scores at narrative elements analysis scale. Overall, the major findings were summarized as follows: 1.The results of the study indicated that the SRSD plus peer-mediated instruction could improve participants’ writing performance. All participants wrote longer and more narrative elements after instruction. The length of writing products in the three peers was greater than the students with learning disabilities. 2.Students with learning disabilities needed more practice and guidance to effectively use the strategy. The students who learned how to use the strategy fastest evidenced more progress. 3.Peers with writing difficulties also evidenced progress in total words and narrative elements after writing intervention. The students wrote worst in baseline was most progress. Finally, some recommendations based on the results were provided for future teachings and researches.