An Action Study On The Effect Of Picture Book Games On The Reading Literacy Of Children With Mild Intellectual Disabilities

In 2016,the compulsory education curriculum standard of schools for the mentally retarded was officially promulgated,in which the life language subject field elaborated the ability requirements of students with mental retardation in listening,speaking,reading and writing.Reading,as one of the five learning objectives of life language,puts forward clear requirements for the reading ability of children with mental retardation.Among the children with special needs,the children with mild mental retardation have relatively good learning ability and certain ability to learn to read,but their reading literacy is generally low,which will directly or indirectly affect their personal social adaptive development.Picture book is a choice to improve reading quality.But at present,there are many problems in picture book teaching,such as content mechanization,low difficulty,single teaching form,one person one teaching method,unsystematic and so on.As the current special education teachers,parents expect to solve the problem,combined with the current mild intellectual disabilities children's reading literacy is generally low,the application of Picture Book Games in the actual teaching needs to be developed,as well as personal problems and thinking in picture book teaching,The purpose of this study is to explore the effect of Picture Book Games on reading of children with mild mental retardation through the implementation of five round action plan,we can explore a picture book game mode suitable for children with mild intellectual disabilities;finally,the researchers will combine the whole process of action research to explore suggestions and reflection for this study.This study mainly adopts the action research method,supplemented by interviews,case analysis,observation,experience summary and other methods to explore the application of Picture Book Games to improve the reading literacy of children with mild mental retardation.The researcher designed the action implementation plan,carried out the spiral upward practice of "plan implementation investigation reflection" in the five rounds of action plan,and verified the reading quality of children with mild mental retardation in four aspects: reading fluency,information positioning,text understanding and evaluation and reflection,in order to reach the empirical conclusion that picture book games can improve the reading quality of children with mild mental retardation The teaching mode and strategy of children's reading literacy.The whole research process is divided into three parts: before action research,during action research and after action research.The first stage is before the action research,carries on the preliminary investigation to the topic,consults the related literature material,formulates the first round of action plan;the second and the third stages are in the action research,consists of five rounds of action plan implementation.The implementation of the first round of action plan is to explore the picture book game to improve the reading literacy of children with mild intellectual disabilities;the implementation of the second round to the fifth round is to adjust the implementation of the previous round of action plan,to solve the problems existing in the previous round of action plan,or to optimize the plan according to the teaching feedback,so as to improve the effect of picture book game.The formulation of the five round action plan needs sufficient preliminary investigation,in-depth analysis and targeted modification after implementation.The fourth stage is after the action research,the whole action research is summarized,summarized and fed back,that is,the picture book game to improve the reading literacy of children with mild intellectual disabilities mode is summarized,strategy summary,suggestions feedback and so on.After five rounds of action plan implementation,combined with the evaluation of students' reading literacy,parents' and teachers' feedback and researchers' observation records,the researchers first found that picture book games can improve the reading literacy of children with mild intellectual disabilities in four aspects: reading fluency,information positioning,text understanding,evaluation and reflection;secondly,the researchers have explored a set of suitable for mild intellectual disabilities The picture book game mode of dysfunctional children is "language game + sports game +performance game + art game + scientific inquiry game".Finally,the researchers made suggestions and Reflections on this study: 1.Develop a localized reading literacy assessment tool for special children to make up for the lack of effectiveness of reading literacy assessment due to the lack of localization scale.2.Improve the ability of game design,according to the characteristics of students' games,develop a full range of games suitable for the improvement of special children's reading literacy,not limited to the mode of "language game + sports game + performance game + art game + scientific inquiry game" in this study,but should give full play to teachers' subjective initiative,fully combine with students' cognitive,learning characteristics and rules,and explore the form To develop a picture book game 2.0 model for the development of reading literacy of children with mild intellectual disabilities;3.For example,in the study found that students' interest in reading is more intense,four students' reading habits have also been improved in the five rounds of activities.As the research on reading literacy of young special children,the research dimension of reading field can be expanded and deepened.In addition,the shortcomings and prospects of this study are also discussed: 1.2.It is necessary to control the interference factors accurately.3.The curriculum standard system of picture book reading needs to be established.