本研究旨在探討多元記憶策略對提升國小低年級注音符號學習低成就學生之學習成效。研究方法採單一受試撤回設計，針對兩位國小低年級注音符號學習低成就學生進行每週兩節，每節40分鐘，為期5週10堂之實驗教學活動。研究者以多元記憶策略為教學設計概念，自編一套注音符號學習教材及評量工具進行教學介入，來提升注音符號學習低成就學生之學習成效。其研究結果，經過多元記憶策略教學法之後，對於提升國小低年級注音符號學習低成就學生的注音符號認讀能力有顯著立即成效、提升成效與維持成效。

This study aims to explore the effect of multiple memory strategies on improving the learning effectiveness of grade First & Second students, low-achieving elementary school students that learned phonetic symbols. The research method adopted a single-subject withdrawal design. Two low-achievement First & Second grade students, elementary school students who study phonetic symbols had been given two sessions per week, each session lasted 40 minutes, and the experimental teaching activities lasted 5 weeks and 10 sessions. Used multiple memory strategies as the concept of teaching design, the researchers compiled a set of teaching aids and assessment tools for phonetic symbols learned to intervene in teaching to improve the learning effect of (Chinese) phonetic symbols for low-achieving students. The research results Applying the “multi-memory strategies” teaching method resulted in being helpful to improve the learning ability of phonetic symbols by First & Second grade students,lowachieving elementary school students whilst showing significant effectof immediate,improvement and retention effects in their ability to recognize and read (Chinese) phonetic symbols ; Applying the "multi-memory strategies" teaching method resulted in being helpful to improve the learning ability of phonetic symbols by First & Second grade students,low-achieving elementary school students whilst showing significant effects of immediate improvement and retention in their ability to comprehend (Chinese) phonetic symbols.

國小注音符號教學;低成就學生;多元記憶策略

Elementary school phonetic symbols teaching; Low-achieving students elementary school; Multiple memory strategies