Intervention Study Of Illustration Teaching On Literacy Ability Of Primary School Students With Mild Intellectual Disability

In today’s knowledge-based era,literacy has become a basic ability for people to live and grow,and an important ability to adapt to society and life.The primary school stage is the basic stage of literacy teaching,and an important period for pupils to improve their literacy ability and other abilities.However,students with intellectual disabilities have different degrees of defects in perception,attention,thinking,memory and other aspects,and literacy has become a kind of ability that is difficult to master.Mild intellectual disability students have certain perceptual ability,thinking ability,especially visual perception ability is relatively strong,which makes it possible to improve their literacy ability.Therefore,this paper attempts to use illustration teaching to intervene the literacy ability of primary school students with mild intellectual disability,so as to improve their literacy level and literacy ability and lay a good foundation for their later development.For this reason,this paper designs three studies to explore the above issues in depth.Study 1 adopted 2(subjects: ordinary pupils,pupils with mild intellectual disability)× 2(Experimental materials: familiar characters and freshmen characters)A mixed experimental design was designed to explore the general characteristics of literacy ability of pupils with mild intellectual disability in primary schools by comparing the literacy effects of subjects under the two conditions of recognition of familiar characters and learning of new characters.In study 2,30 pupils with mild intellectual disability in primary schools were tested for literacy by using different types of diagrams(Group A: real diagrams;Group B: cartoon diagrams;Group C: no diagrams)in a single factor,inter subject experimental design,to explore the impact of schema types on the literacy results of pupils with mild intellectual disability in primary schools,and to clarify the effectiveness of schema teaching.In study 3,we used the most effective schema type known in study 2 to intervene in the literacy of primary school students with mild intellectual disability,and used a multi baseline experimental design with a single subject to intervene in teaching three primary school students with mild intellectual disability,to explore the intervention and maintenance effect of schema teaching on the literacy ability of primary school students with mild intellectual disability.The following conclusions are drawn from the above research:(1)The literacy ability of the pupils with mild intellectual disability in primary school in the recognition of familiar characters and the learning of new characters is significantly lower than that of ordinary pupils,which needs further intervention;(2)Illustration teaching is effective in improving the literacy of primary school students with mild intellectual disability,and the effect of real illustration is the best,followed by cartoon illustration;(3)The literacy ability of pupils with mild intellectual disability in primary schools can be improved through illustration instruction.