The Effect Of Shared Book Reading Therapy On Narrative Competence And Self-eiffcacy Of Students Learning In Regular Class

Students learning in regular class referred to the students who are suffering slightphysical or psychological disabilities, taking class with normal students in regular school.However，the curriculum, teaching aims and standard are all designed for the sake of normalstudents, which can not meet the special needs of disabled ones. Special students are justsitting in the regular class instead of learning, they should be taken good care by society. Alarge number of educational researches and investments have been put onto disadvantagedgroups in Western academia, reading together is one the most effective method. In thisresearch, we organized a specific reading therapy for students learning in regular classaccording to their features, with the aim of accelerating their narrative competence andself-eiffcacy.Our research contains two parts: Parti, Formulating the reading therapy for studentslearning in regular class. Part2, Examining the effects of reading therapy. We selected50students learning in regular class in Shanghai, divided them randomly into experimentalgroup and control group，each group contained25students. Then a shared readingintervention was carried out for the experimental group which last one year Explored thenarrative competence and self-eiffcacy before and after the therapy to check whether thetherapy is effective or not. The results showed: There are significant increases in the narrativecompetence and self-efficacy between the pre-test and the post-text in the experimental groupas compared to those in the control group. Our research believed that the narrativecompetence and self-efficacy are both improved through shard reading therapy.