期刊刊名：特殊教育學報 　 卷期：49期

篇名出版日期：2019年6月1日

作者：Chih-Yin Yeh, Ming-Chung Chen, Szu-Han Kay Chen,葉芷呤,陳明聰,陳思涵

語言：English

關鍵字：story retell, story map, students with intellectual disabilities, narrative,故事重述,故事圖,輕度智能障礙,敘事

被點閱次數：1次

閱讀時間：85sec

摘要：
Improving oral narrative ability is one of the essential goals of speech and language therapy for children with intellectual disabilities (ID). This study aimed to investigate the effects of story map strategy on retelling for children with ID who had difficulties in oral narrative. Three 5th and 6th grade students with intellectual disabilities participated in the experiment. The multiple treatment design of single-subject research was adopted. Three conditions were manipulated, including (a) baseline: teaching with typical strategy and asking students to retell without story maps, (b) intervention B: teaching with typical strategy and asking students to retell with story maps, and (c) intervention C: teaching with story mapping strategies and asking students to retell with story maps. The accuracy of retelling, the total number of Chinese words (NW), and different Chinese words (NDW) were used as indicators to evaluate the performance of narrative. The results indicated that (a) the effect of using story map as a prompt is significant on increasing NW, but not on improving the accuracy of retelling and NDW of retelling, (b) the effect of adding story mapping teaching strategies during telling the story is significant on improving the accuracy of retelling and NW of retelling.

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