The purpose of this study was to estimate the effects of multi-media instruction in Chinese class for students with learning disabilities (LD).The researcher designed and developed the Chinese multi-media teaching materials and instruction program according to documents. Then, researcher arrange 6 students with learning disability to be the experimental group, and another 6 students to be the control group. After Chinese multi-media teaching, the achievements of experimental group were compared with control group by the pretest-posttest non-equivalent groups designed to estimate the effects of multi-media teaching in Chinese class. Through the interviews with teachers and students who joined the study, researcher brought up some ideas in the study. The results of this research were as follows:1. There were significant differences in the the score of “total score” and “Multiple choice question”. The experimental group was superior to control group.2. There were no significant differences in the the score of “explaining”, “translating”, and “notional phonetic alphabet and words”.3. There were significant differences in the the score of “Multiple choice question”. The posttest of experimental group was better than the pretest one.4. There were no significant differences in the the score of “total score”, “explaining”, “translating”, and “notional phonetic alphabet and words”. Through verification, the following conclusions are obtained: Multi-media teaching in Chinese class for LDs is effective in entire achievements, comprehension of texts, and learning motivation.
