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116
Shin-Yi Chan
ABSTRACT
The purpose of this study is to explore reading effects of vocabulary-based picture
book instruction on the elementary school students with learning disabilities. The
vocabulary-based picture book instruction promotes students reading performance by
reading picture books and understanding the meaning of vocabulary via teaching students
the meaning of vocabulary with the characteristic of picture books and context clues.
The multiple probes across subjects design of single-subject research is used in this
study. This study conducts the six-unit courses of picture book instruction for three second
grade students with learning disabilities. The study explores students progress on the
performance of vocabulary ability test, reading fluency test, and reading comprehension
test. The results of this study shows as the follows:
1. The vocabulary-based picture book instruction has immediate and maintaining
effects on the performance of vocabulary ability test.
(1) The vocabulary-based picture book instruction has immediate and maintaining
effects on the performance of word recognition test.
(2) The vocabulary-based picture book instruction has immediate and maintaining
effects on the performance of word meaning test.
2. The vocabulary-based picture book instruction has immediate and maintaining
effects on the performance of reading uency test.
(1) The vocabulary-based picture book instruction has immediate and maintaining
effects to improve the students performance of picture book reading on the rate
of correct words per minute.
(2) The vocabulary-based picture book instruction has immediate and maintaining
effects to improve the students performance of picture book reading on the
accuracy of word recognition.
117