本研究旨在探討部件識字教學結合平板電腦對提升國小輕度智能障礙學生識字學習之成效。本研究係採用單一受試研究法（Single Subject Research Design）之撤回設計(A-B-A’)。研究對象為臺中市某國小巡輔班的兩位二年級學生，共進行八次的實驗教學，並運用「聽音選字」、「看字讀音」及「看詞選字」三項自編識字測驗，以檢視研究對象識字表現之立即與維持成效。本研究分為基線期、介入期及維持期三階段進行，所得資料以圖示、目視分析、C統計、質性分析做綜合討論。 二位受試者在接受部件識字教學結合平板電腦教學後，其研究結果如下：一、部件識字教學結合平板電腦對國小輕度智能障礙學生學生在整體識字學習及分項識字「聽音選字」、「看字讀音」、「看詞選字」學習具有立即成效。一、部件識字教學結合平板電腦對國小輕度智能障礙學生學生在整體識字學習及分項識字「聽音選字」、「看字讀音」、「看詞選字」學習具有保留成效。三、研究對象本身、家長和教師對於運用部件識字教學結合平板電腦來增進識字學習表現，皆持正向肯定的態度且具有社會效度。 The purpose of this study was to investigate the effects of radical recognition strategy with tablet computer for elementary school students with mild intellectual disability. The study was conducted by using an A-B-A’ withdrawal design of the single subject. The participants were two second grade students of itinerant resource room in the elementary school in Taichung city.It practices eight times of experiment and designs word recognition tests by “word recognition by sound”, “read for pronunce” and “choosing answers by reading word” in order to review the immediate and constant effects of word recognition performance of the subjects. This study is divided into three phases: baseline period, treatment period and maintenance period. Date were collected and analyzed through graphic display, vision sense, C statistic and qualitative data analysis.The results of this study are as follows:1. Radical recognition strategy with tablet computer show immediate effect on overall word recognition learning, “word recognition by sound”, “read for pronunce”and “choosing answers by reading word” of the elementary school students with mild intellectual disability.2. Radical recognition strategy with tablet computer show constant effect on overall word recognition learning, “word recognition by sound”, “read for pronunce” and “choosing answers by reading word” of the elementary school students with mild intellectual disability.3. The participants, parents and teachers all keep positive attitude at radical recognition strategy with tablet computer to improve the student’s word recognition performances.
