本研究旨在探討字族文識字策略之電腦融入教學對增進國小輕度智能障礙學生識 字能力的成效。研究方法採單一受試研究法之撤回實驗設計，自變項為字族文識字策略 之電腦融入教學，依變項為受試者在研究者自編之「識字成效測驗」的學習成效。本研 究對象為三位國小輕度智能障礙學生，經由研究者進行六週共12 節的實驗教學，結果 如下： 一、字族文識字策略之電腦融入教學對增進輕度智障學生整體識字能力具有立即成 效。 二、字族文識字策略之電腦融入教學對增進輕度智障學生整體識字能力具有保留成 效。 三、字族文識字策略之電腦融入教學對三名受試者在「看義選字」、「看詞選字」和「句 脈選字」均具有立即成效和保留成效。

This study was to explore the word recognition effects of the radical-group-text teaching strategies with computer integrated instruction for the students with intellectual disability. The A-B-A' withdrawal design of the single-subject experimental approach was applied, and three fourth to sixth grade students with intellectual disability were involved as subjects. The independent variable was the radical-group-text teaching strategies with computer integrated instruction. The dependent variables were the effects of word recognition. The data were analysis with visual, C statistic, and observation. The results of the study were as follow: 1. The radical-group-text teaching strategies with computer integrated instruction improved the three subjects’ abilities on word recongnition. 2. The radical-group-text teaching strategies with computer integrated had conservatory effect for the three subjects’ abilities on word recongnition. 3. The radical-group-text teaching strategies with computer integrated instruction improved all subjects’ effetcs in “select words by meaning”, “select words by phrases”, and “select words by context”. However, only subject A and B had significant effect in “select pronunciations by words”, subject C had no significant effect.