An Intervention Research On The Oral Narrative Ability Of Students With Moderate Intellectual Disability Through The Teaching Of E-picture Book Combined With Story Map

Oral narrative ability is an important ability in children’s development,which not only affects children’s cognitive ability,but also their adaptation to school or social environment.Studies at home and abroad show that the oral narrative ability of children with intellectual disability is defective in different degrees,and special intervention training helps to improve their oral narrative ability.Therefore,two students with moderate intellectual disability were selected as subjects in this study.The single-subject multi-baseline A-B-M design was used,to explore the intervention effect of e-picture book combined with story-map teaching on the oral narrative ability of moderate mentally retarded students.The Independent variable of this study is the teaching of e-picture book combined with story map.The dependent variable is oral narrative ability.The sample collection methods of narrative task are retelling story and personal narrative,the analysis of oral narrative ability includes the total number of words,the number of different words,the average sentence length,the error of sentence expression and the ability of story structure.In this study,the time and place of teaching,teaching contents and programs,the exclusion of simultaneous events and other factors to control.The experimental stage is divided into baseline period,intervention period and maintenance period.The intervention period was 6 weeks,with a total of 16 teaching interventions.After the experiment,the researcher used SPSS22.0 to analyze the data from three aspects: Visual Analysis,C statistics and effect quantity,and analyzed the language sample of each stage and the teacher interview after the teaching intervention.After the analysis of the experimental results,the following conclusions are drawn:First,the number of total words,the number of different words and the average length of sentences in e-picture books combined with the teaching of story map had an immediate and sustained effect on the oral narrative ability of the two subjects,the total number of words,the number of different words and the average sentence length of the personal narrative content of the two subjects were classified.Secondly,e-picture book combined with story-map teaching has an immediate and sustained effect on the reduction of the proportion of sentence misrepresentation in the retelling of the story of W’s oral narrative ability,the reduction of the proportion of errors in the personal narrative sentences of the subject W has the effect of categorization,while the effect of teaching intervention for the subject L is not significant.Thirdly,e-picture book combined with story-map teaching has immediate and sustaining effect on the retelling of the story structure ability of the oral narrative ability of the two subjects,and has categorical effect on the individual narrative structure ability of the two subjects.Fourthly,after the experiment,the two subjects improved their oral expression ability,liked reading picture-book stories more,the length of story-telling increased,and the content was richer than before,which indicated that the teaching intervention in this study had good social validity.Finally,this study discusses the factors that may affect the effect of teaching intervention,internally,it may be influenced by such factors as students’ personality and oral expression ability,learning acceptance ability,enthusiasm,interest,the improvement of retelling story ability,and so on,the external factors may be influenced by the emphasis of the school curriculum,the development of the researcher’s teaching ability and the research field.Based on this,the researcher suggests that in the teaching of intelligence training,teachers should select high-quality e-picture books that are close to students’ life and interest,pay attention to the characteristics of the research objects,and make e-picture books about the life stories of the research objects,to develop the collective teaching of oral narrative ability training,to strengthen the teaching of syntactic awareness,to use a variety of activities to promote students to understand the story map strategy and try to use a variety of teaching strategies.In future studies,it is recommended that the subjects pay attention to children with more severe intellectual disability or multiple disabilities,using action research,the research field extends from school life to family and social life,collects language samples of various narrative tasks and conducts comparative studies between children with intellectual disability and ordinary children.