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The Effect of Vocabulary-Based Picture Book Instruction on


the Reading Performance for Elementary School Students with
Learning Disabilities
Hsiao-Fang Chiu

Shin-Yi Chan

Tainan Municipal Haidian Elementary School

Department of Special Education


National University of Tainan

ABSTRACT
The purpose of this study is to explore reading effects of vocabulary-based picture
book instruction on the elementary school students with learning disabilities. The
vocabulary-based picture book instruction promotes students reading performance by
reading picture books and understanding the meaning of vocabulary via teaching students
the meaning of vocabulary with the characteristic of picture books and context clues.
The multiple probes across subjects design of single-subject research is used in this
study. This study conducts the six-unit courses of picture book instruction for three second
grade students with learning disabilities. The study explores students progress on the
performance of vocabulary ability test, reading fluency test, and reading comprehension
test. The results of this study shows as the follows:
1. The vocabulary-based picture book instruction has immediate and maintaining
effects on the performance of vocabulary ability test.
(1) The vocabulary-based picture book instruction has immediate and maintaining
effects on the performance of word recognition test.
(2) The vocabulary-based picture book instruction has immediate and maintaining
effects on the performance of word meaning test.
2. The vocabulary-based picture book instruction has immediate and maintaining
effects on the performance of reading uency test.
(1) The vocabulary-based picture book instruction has immediate and maintaining
effects to improve the students performance of picture book reading on the rate
of correct words per minute.
(2) The vocabulary-based picture book instruction has immediate and maintaining
effects to improve the students performance of picture book reading on the
accuracy of word recognition.

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3. The vocabulary-based picture book instruction has immediate and maintaining


effects on the performance of reading comprehension test.
4. Elementary school students with learning disabilities and their mentors conrmed
that vocabulary-based picture book instruction could improve the reading performance of
the students with learning disabilities.
According to the ndings, several suggestions for instruction and future research were
proposed.
Key words: vocabulary-based, picture book instruction, students with learning disabilities,
reading performance, reading uency, reading comprehension