研究生: |
莉亞 Lea Adilman |
---|---|
論文名稱: |
融合多重感官教學法於ADHD兒童之英語閱讀課程: 個案研究 Integrating a multi-sensory approach in an EFL reading curriculum for ADHD children: A case study |
指導教授: |
李思穎
Sy-Ying Lee |
口試委員: |
黃怡萍
Yi-Ping Huang 駱藝瑄 Yi-Hsuan Gloria Lo |
學位類別: |
碩士 Master |
系所名稱: |
人文社會學院 - 應用外語系 Department of Applied Foreign Languages |
論文出版年: | 2018 |
畢業學年度: | 106 |
語文別: | 英文 |
論文頁數: | 128 |
中文關鍵詞: | ADHD 、TPR |
外文關鍵詞: | multisensory |
相關次數: | 點閱:399 下載:5 |
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This study aimed to adapt an EFL reading curriculum for the purpose of facilitating learners with ADHD in an inclusive classroom through using a multisensory approach. The purpose was to provide teachers with methods that would foster a learning environment conducive to all learners regardless of learning ability because of the increasing number of struggling learners attending private language schools in Taiwan. Ten fourth and fifth grade EFL children, five with and five without ADHD, attending such a school located in Taipei, were involved for a total of 60-hour instruction (lasting six weeks) to attest whether the multisensory approach helped improve reading comprehension and motivation, and whether they were satisfied with this curriculum and in what ways.
The curriculum developed in this study was inspired by the Orton-Gillingham approach (1937), which pioneered the use of the multisensory method to teaching L1 reading. In this EFL context, the supplemental extension activities required to complete this approach, i.e. TPR, storyboarding, and reader’s theater, have been confirmed to be effective for ADHD learners that have trouble with traditional methods (Hughes, 2014). Creswell’s (2007) mechanism was adopted for analysis by coding, developing themes, describing and interpreting the collected data. Multiple sources of data were collected to ensure trustworthiness and triangulation: teacher’s field notes, classroom observation, participant’s storyboards, audio-recorded interviews and attitude questionnaires. Member checking also took place to add credibility to the transcribed audio-recorded interviews.
The extracted themes in the findings illustrate emerging behavioral changes in the students with ADHD and a corresponding improvement in comprehension. The students with ADHD initially expressed a dislike of reading, performed poorly on comprehension worksheets, and had low motivation for reading aloud. Over the 60-hour instruction, the same students achieved an average of 8.6% greater accuracy on comprehension and exhibited increased eagerness to participate in reading aloud by raising their hands and asking to read. Students with and without ADHD began to collaborate during readers theater and encouraged one another in the storyboarding activities. In light of such a drastic change in student’s behavior and attitudes, further research with a larger sample is warranted.
This study aimed to adapt an EFL reading curriculum for the purpose of facilitating learners with ADHD in an inclusive classroom through using a multisensory approach. The purpose was to provide teachers with methods that would foster a learning environment conducive to all learners regardless of learning ability because of the increasing number of struggling learners attending private language schools in Taiwan. Ten fourth and fifth grade EFL children, five with and five without ADHD, attending such a school located in Taipei, were involved for a total of 60-hour instruction (lasting six weeks) to attest whether the multisensory approach helped improve reading comprehension and motivation, and whether they were satisfied with this curriculum and in what ways.
The curriculum developed in this study was inspired by the Orton-Gillingham approach (1937), which pioneered the use of the multisensory method to teaching L1 reading. In this EFL context, the supplemental extension activities required to complete this approach, i.e. TPR, storyboarding, and reader’s theater, have been confirmed to be effective for ADHD learners that have trouble with traditional methods (Hughes, 2014). Creswell’s (2007) mechanism was adopted for analysis by coding, developing themes, describing and interpreting the collected data. Multiple sources of data were collected to ensure trustworthiness and triangulation: teacher’s field notes, classroom observation, participant’s storyboards, audio-recorded interviews and attitude questionnaires. Member checking also took place to add credibility to the transcribed audio-recorded interviews.
The extracted themes in the findings illustrate emerging behavioral changes in the students with ADHD and a corresponding improvement in comprehension. The students with ADHD initially expressed a dislike of reading, performed poorly on comprehension worksheets, and had low motivation for reading aloud. Over the 60-hour instruction, the same students achieved an average of 8.6% greater accuracy on comprehension and exhibited increased eagerness to participate in reading aloud by raising their hands and asking to read. Students with and without ADHD began to collaborate during readers theater and encouraged one another in the storyboarding activities. In light of such a drastic change in student’s behavior and attitudes, further research with a larger sample is warranted.
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