A Study On The Effect Of Picture Book Reading On The Narrative Ability Of Children With Intellectual Disabilities

Narrative ability is an important part of human language ability,which refers to the language ability of expressing stories in an organized manner according to a certain order and structure.The development of narrative ability of children with intellectual disability is the basic ability of life and study.It is one of the educational tasks of School for the Mentally Retarded;it is the embodiment of children's cognitive,emotional and social development.Reading a picture book is an effective means to improve children's narrative ability.Through the study of the intervention of reading the narrative ability of children with intellectual disability,we can understand the influence of picture reading on the development of narrative ability of children with intellectual disability,explore effective intervention methods,and provide empirical evidence for narrative ability training.Study the effect of reading on the narrative ability of children with intellectual disability,explore the role of picture book reading in improving the narrative ability of children with intellectual disability,and provide intervention tools for teachers of School for the Mentally Retarded to help children improve their narrative ability,and put forward educational suggestions.In this study,22 children with mentally retarded from grade 3 to grade 6 in a certain school were selected as subjects by means of experiment and interview.They were divided into experimental group(n=12)and control group(n =10).Two head teachers and two Chinese teachers were selected as the interviewees.Two class teachers and two language teachers were selected,and a total of four teachers were interviewed.Use the wordless picture book ? "Frog,where are you?" ? as a measurement tool.The narrative ability of children with intellectual disability in the experimental group and the control group was pretested.The experimental group used10 Picture book as intervention materials,and the experimental group was subjected to 10 weeks of reading,2 times a week,30 minutes each time,a total of 20 picture reading interventions.After the experiment,the experimental group and the control group were post-tested.The teacher was interviewed by the self-made "Interview Outline of Children's Narrative Ability in Mental Disabilities".This study explores the impact of picture reading on the development of narrative abilities in children withintellectual disability,and the development of various elements of narrative ability.Analyze the effect of reading the picture book on the overall intervention effect of children with intellectual disability,the effect of picture reading on the intervention effect of children's narrative ability,and the changes in children's narrative ability in the experimental group.This study draws the following conclusion: picture reading has a positive effect on the development of narrative ability of children with intellectual disability.The reading of picture books has a significant positive impact on the correct narrative background,protagonist action,and protagonist attitudes of children with intellectual disability.The effect of correctly interpreting the story results and story causes is not obvious.Through the picture book reading intervention training,children with intellectual disability have the fastest progress in correctly describing the protagonist's attitude and story background,and correctly describe the protagonist's actions.Therefore,the educational suggestion is made: making full use of picture book reading as an educational means to improve the narrative ability of children with intellectual disability;using a variety of picture book reading methods to carry out narrative training activities;paying attention to the role of environmental factors in the reading process of the picture book;using a variety of ways to form a synergy of education.