A Study On The Effectiveness Of Story Structure Teaching For Dyslexic Children’s Oral Narrative

Dyslexia is a type of learning disabilities, mainly for intelligence is no significant difference in the average person, but have difficulty reading comprehension, and this difficulty is not reversible, accompanied by the person’s life. Oral narrative as a colloquial expression of a person’s survival and development have a major impact,and it is one of the important indicators predict academic achievement.Dyslexic children may indeed exist narration vocabulary lack,grammatically incorrect, incomplete story,cohesion enough and so on. Story structure teaching build a visual icon, to enable students to master the story content and structure, have the effect of child care, hearing impairment, mental retardation, the study for Dyslexic children to explore the effectiveness of story structure teaching for dyslexic children’s Oral narrative.The ABC design of single subject research was employed in this study, while the use of the language sample analysis method to analyze the collected corpus, and combined with interviews conducted research.In this study, a third grade Dyslexic students is the research object. Independent variable is story structure teaching, and the dependent variable is the story length and story structure of the Oral narrative, in which the story of the length of the total number of words, the number of distinct vocabulary, the total number of sentences,the distinct vocabulary ratio corrected, the error number of sentences proportion of five projects; Story structure for a total score of story structure and characters, background, start event, story after,story of the results and the internal reaction score of six projects.Experimental treatment subjects receive three periods, respectively, for the baseline period (A), the teaching intervention period (B), to maintain the period (C), in teaching intervention period is divided into three stages. Baseline only observation and assessment; teaching intervention period, he accepts story structure teaching,after teaching was assessment; interval of one week to enter the maintenance phase, the removal of story structure teaching, only observation and assessment. Corpus collected by the Institute of Language sample analysis into the data, and finally a visual analysis, and analysis of the interview data, final draw on the results of this study are as follows:(1) Test story structure teaching, the total number of sentences spoken narrative score increased significantly; removal story structure teaching, the test score of the total number of sentences to maintain the effect to some extent.(2) Test story structure teaching, the total number of words in the spoken narrative score increased significantly; removal story structure teaching, the test scores of the total number of words is largely maintained.(3) Test the differences between the number of words spoken narrative story structure teaching score increased significantly; removal story structure teaching, test different score by the number of words to maintain ineffective.(4)Test story structure teaching spoken narrative corrected distinct vocabulary ratio score increased significantly after the removal of the teaching of story structure, maintain a distinct vocabulary test corrected ratio score poorly.(5) The error proportion of number of sentences spoken narrative decreased; maintenance after the removal of the teaching of story structure, the the test error Sentences proportion still.(6) The the spoken narrative story structure score increased significantly; story structure teaching after removal, the the test story structure score to a large extent still maintain the effect.(7) Test story structure teaching subjects in the figures and their characteristics, background, start event, story after, the inherent reaction and revelation scores on these items have varying degrees of improvement; teaching story structure removal after several score can also be maintained and retained. But in this one on the outcome of the story is different, and accept the teaching of story structure, the score be raised, but the removal of the teaching, maintain ineffective.(8) Teachers and students that the story structure teaching is an effective teaching method, and structure of students to understand the story, and in-depth understanding of the story, and the ability to improve students’ oral narrative; but also that a picture book to teaching itself more interesting, can arouse students’ interest in learning the content also in line with the daily life of students and education students in learning at the same time, to improve ideological and moral, to know how to behave, to do things.To explore the effectiveness of the reasons behind the results and proposed teaching principles of story structure:(1) icon-story structures;(2) bracket teaching process;(3) simplify the teaching strategies;(4) clear story map; provide some reference on the theory and practice of Dyslexic children in regular class.