本研究旨在探討三名國中中重度智能障礙學生，在接受字族文結合圖解識字教學後，其識字學習的立即與保留成效。研究方法採單一受試研究法（single-subject research）之跨參與者多探試設計（multiple probe across-participants designs），以三名國中特教班中重度智能障礙學生為研究參與者，進行十單元共二十節課的實驗教學，並以目視分析來探討實驗結果，以瞭解識字學習成效。本研究結果如下：1.國中中重度智能障礙學生經「字族文結合圖解識字教學」後，在「識字成效評量」之表現有立即成效。2.國中中重度智能障礙學生經「字族文結合圖解識字教學」後，在「識字成效評量」之表現有保留成效。

The study aimed to investigate the immediate and maintaining effects on word recognition of radical-group-text teaching method combined with visualizing vocabulary on three students with moderate to severe intellectual disabilities. The study also investigated the satisfactions of participants and their regular class teachers on the teaching method. This study used multiple probe across-participants designs of single-subject research. The participants were three junior high school students with moderate to severe intellectual disabilities. The participants took a 10-week experimental course that meets 2 classes per week, for a total of 20 classes. The teaching results of experimental courses were analyzed by visual analysis. The findings indicated that: 1. There were immediate effects of the three participants by using “radical-group-text teaching method combined with visualizing vocabulary” in “assessment of word recognition”. 2. There were maintaining effects of the three participants by using “radical-grouptext teaching method combined with visualizing vocabulary” in “assessment of word recognition”.

字族文識字教學; 圖解識字教學; 中重度智能障礙; 識字學習成效

Radical-Group-Text Teaching Method; Visualizing Vocabulary; Intellectual Disabilities; Effects on Word Recognition