本研究旨在探討iBooks電子繪本教學對提升一位國小智能障礙兒童讀寫學習之成效。研究方法採單一受試研究法之跨行為多試探實驗設計，以一名國小三年級輕度智能障礙學童為研究對象，研究者利用iBooks Author製作電子繪本作為教學教材，自變項為iBooks電子繪本教學方案，依變項為讀寫學習成效與功能性詞彙類化成效。研究人員依據教學與評量所得資料透過視覺分析、Ｃ統計進行處理，以了解個案學習成效，同時以訪談相關人員取得社會效度。本研究之結果如下：一、運用「iBooks電子繪本教學方案」對提昇一位國小資源班輕度智能障礙兒童「功能性詞彙認讀」、「功能性詞彙聽寫」、「閱讀理解」的學習皆有立即及維持成效。二、運用「iBooks電子繪本教學方案」對提昇一位國小資源班輕度智能障礙兒童功能性詞彙學習具類化成效。最後，研究者根據研究結果提出實務教學、教育行政及未來研究之建議。

This research aims to investigate the effectiveness of applying an iBooks electronic storybook intervention plan to enhance the Chinese literacy of an elementary school student with mild intellectual disabilities (ID). A multiple probe across behaviors design with a single subject research method was used in this study. The participant was a 3rd grade elementary school student with mild ID. The researcher used iBooks Author to create electronic storybooks as teaching materials. The independent variable was the iBooks electronic storybook intervention plan; the dependent variables were the effectiveness of Chinese literacy and the generalization of learning effects. The researcher analyzed the obtained data during the period of the study, as well as applying visual analysis and C statistics to determine their effectiveness. In addition, the researcher interviewed the relevant personnel to obtain social validity. The findings of the study were as follows: 1. The application of the iBooks electronic storybook intervention plan has immediate and maintenance effects on the functional vocabulary recognition for an elementary school student with mild ID. 2. The application of the iBooks electronic storybook intervention plan has immediate and maintenance effects on the functional vocabulary writing for an elementary school student with mild ID. 3. The application of the iBooks electronic storybook intervention plan has immediate and maintenance effects on the functional vocabulary reading comprehension for an elementary school student with mild ID. 4. The application of the iBooks electronic storybook intervention plan has generalized effect on the functional vocabulary learning effects for an elementary school student with mild ID. Based on the study’s findings, the researcher has proposed recommendations for special education educators, educational administrators, and future researchers.

智能障礙; iBooks; 電子繪本; 讀寫學習

Intellectual disability; iBooks; electronic storybook; literacy