語言支持下之句子構成教學對學習障礙五年級生之初步研究

// Sentence Composition Instruction With Language Supports for a Fifth Grader With a Learning Disability: A Pilot Study

本研究針對一名五年級學習障礙學生進行句子寫作干預，採用10天的課程並提供句子規劃、自我檢查表和詞庫等輔助｜結果顯示句子結構、長度、正確性與複雜度均有顯著提升｜研究指出，結合明確句子教學與語言及自我調控支持，有助提升學障學生的寫作品質。

// This pilot study examined the impact of a sentence writing intervention on a fifth-grade student with a learning disability. The intervention involved 10 daily lessons with supports such as sentence planning steps, self-checklists, and word banks. Results showed significant improvements in the student's sentence elements, length, accuracy, and complexity. The study suggests explicit sentence instruction combined with language and self-regulation supports can enhance writing quality for students with learning disabilities.

Published 2026年8月5日