The Effectiveness of a Reader's Theater-Integrated Instruction in Improving Chinese Learning Achievement and Learning Motivation in 7th-Grade Students with Learning Disabilities
| Autor: | CHANG,SHU-YA, 張淑雅 |
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| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 The objective of this study was to investigate the effectiveness of a Chinese instruction integrated with the reader’s theater in improving the learning achievement and learning motivation in 7th-grade students with learning disabilities. The single-subject multiple-probe across behaviors design was adopted. The subjects were three 7th-grade junior high school students with learning disabilities. These participants received the reader’s theater-integrated Chinese instruction designed based on Lesson 2, Lesson 5, and Lesson 7 in Book 1 of Nan-I Version of Junior High School Chinese. The research consisted of three stages, including baseline, intervention, and retention. The reader’s theater-integrated Chinese instruction consisted of 15 45-minute classes over a period of eight weeks. The participants’ learning motivation was assessed with “Chinese Learning Motivation Scale” both before and after the instruction. Their performances in the “Chinese Comprehensive Competence Test” in each stage of each lesson were also evaluated. After the evaluation data were collected, visual analysis and C-statistics were applied to analyze the effectiveness of the instruction. Besides, the participants’ learning feedback sheets, worksheets, teacher’s reflection journals, and other qualitative data were also analyzed to support the analysis results. The findings were summarized as follows: (1)The reader’s theater-integrated Chinese instruction effectively improved the comprehension of phrases in the three participants. (2)The reader’s theater-integrated Chinese instruction effectively improved the comprehension of sentences in the three participants. (3)The reader’s theater-integrated Chinese instruction effectively improved partial aspects of reading performance in the three participants. (4)The reader’s theater-integrated Chinese instruction increased the Chinese learning motivation in the three participants. (5)The three participants showed a positive attitude toward most aspects of the reader’s theater-integrated Chinese instruction. Based on the above findings, this study provided suggestions regarding future research and instructions. These suggestions can be a reference for educators, future researchers, and teachers planning to integrate the reader’s theater in Chinese instruction. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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