The Intervention Study Of Shared-book Reading To Enhance The Oral Narrative Ability Of Mentally Handicapped Children In Lower Grade Of Mental Retardation School

Oral narrative ability refers to the ability which the narrator narrates the background,cause,result and other elements of the story in a precise,organized and orderly way according to their own logic,on the premise of in-depth understanding of the plot and content of the story,linked to their experience of acknowledge reserve and life.Oral narrative ability plays a crucial part in the promotion of the ability of children’s social interaction and language performance.The correlational research shows that mentally handicapped children perform poorly in narrating the background,cause,result and other elements of the story.Thus,the aim of this thesis is to explore the effect of shared-book reading to enhance the oral narrative ability of mentally handicapped children,and propose related educational suggestions.The single-subject A-B-A’ design was used to carry out shared-book reading teaching for two mentally handicapped children in lower grades in this study.Data were collected for 5times during baseline and maintenance periods,and 15 times during intervention periods.Finally,the data was analyzed by using visual analysis,C statistics,and drawn the conclusions as following:First,shared-book reading can immediately improve the four dimensions of oral narrative ability of the two mentally handicapped children.Second,sharing reading has a maintenance effect on the four dimensions of oral narrative ability of the two mentally handicapped children.Third,there are different effects in story background dimension and action dimension of oral narrative ability of the two mentally handicapped children.On the basis of the above research findings,the educational suggestions are made as following: First,integrate the cultivation of oral narrative ability of mentally handicapped children into the Chinese classroom.Second,set up special picture book courses and pay attention to the selection of picture books.Third,develop home-school cooperation,and guide parents to carry out parent-child shared-book reading.Fourth,carry out relevant training and lectures to teach the method of shared-book reading.the following research suggestions are proposed: First,expand the types and scope of research objects.Second,evaluate the effectiveness of interventions in multiple ways.Third,expand the research content.