A Case Study On The Effect Of Word Recognition For Chinese Radical Recognition Instruction And Radical-group-text Teaching Strategyies For Students With Learning Disabilities

The purpose of this study was to explore the learning effects of Chinese Radical Recognition Instruction and Radical-group-text teaching strategy for learning disabilities students of primary school. The effects assessment adopts "literacy learning effects assessment" which was established by researcher. This study adopted case study method and the researcher elected a student with literacy difficulty in Grade Two of primary school to carry out individual case experimental teaching. The experiment research means adopts alternating treatments design of single subject research to compare the literacy learning effects of components literacy teaching method and homogeneous literacy teaching method in different assessment stage (immediately, short time retention, long time retention). The experiment design was divided into three stages(A-B-C), baseline stage (A) actualized pre-measure of literacy learning effects assessment to comprehend individual case's the original literacy ability, interventional stage (B) carried out components literacy teaching method and homogeneous literacy teaching method separately , then assessed learning immediately effects, track stage (C) complemented two reservation assessment. The data analysis adopted folded diagram, histogram and vision analysis, and aimed at the individual case in dictation, read a word, set a phrase for a word, choose a corrected word for a sentence to analysis the types.The main results of this study are as follows: both of the two teaching strategies have good effects on the case at once. Comparing two teaching methods, Chinese Radical Recognition Instruction has better effect in the aspect of improve whole score and each test's score of the case; in the aspect of short time reserved effects, Chinese Radical Recognition Instruction is better for literacy learning in dictation, read a word, set a phrase for a word, choose a correct word; in the aspect of long time reserved effects, Radical-group-text teaching strategy is better in dictation, read a word, set a phrase for a word, and the whole effects of literacy; and Chinese Radical Recognition Instruction is better for choose a correct word. In a short time and long time reserved stages, Chinese Radical Recognition Instruction teaching method is obviously good for the literacy learning effect of choose a correcte word, retention rate maintains above 95%.