本研究目的旨在運用故事結構教學（story grammar instruction）模式，在小團體情境中對國中資源班學習障礙學生進行敘事能力表達之實驗教學，藉以探討故事結構教學對增進國中學習障礙學生口語敘事學習能力之成效。研究對象為三名新北市某國中八至九年級接受資源班教學之學習障礙學生，研究方法採單一受試跨受試多探試設計，三位受試分別進行三週共三個單元之教學實驗，以電腦多媒體影片為教學媒材，
每單元進行四節課的教學活動，每節課45分鐘。
本研究之自變項為故事結構教學模式，依變項為受試在接受故事結構教學後，其口語敘事能力（總詞彙數、相異詞彙數、校正後相異詞彙數、錯誤句數、迷走語數）之變化情形。將各口語敘事指標所量化之量數，透過視覺分析、C 統計考驗、社會效度訪談來探討，以瞭解並分析受試各面向之口語敘事能力。最後提出結論及建議，作為未來從事口語敘事教學之參考。
本研究之結果如下：
一、故事結構教學對國中學習障礙學生口語敘事之總詞彙數、相異詞彙數、校正後相異詞彙數能力，具有教學成效與維持效果。
二、故事結構教學對國中學習障礙學生口語敘事之錯誤句數及迷走語數能力，教學成效與維持效果較不顯著。
三、運用故事結構教學在口語敘事能力表現之效果，獲得受試學生家長的肯定與支持。
本研究依據研究結果及研究建議與限制，提出教學與研究之建議，並作為未來教學研究相關推論與驗證之參考。

The Effect of Story Grammar Instruction on Oral Narrative Ability of Junior Students with Learning Disabilities
ABSTRACT
The purpose of this study was the use of story grammar instruction mode. In the small groups of junior students with learning disabilities were in the resource room for narrative expression of the experimental teaching ability. To examine the story grammar instruction for the junior students with learning disabilities in the learning ability to the effectiveness of oral narrative. The participles were three junior grades eight to nine students with learning disabilities receiving the resource room teaching in New Taipei City. Research employed a single subject multiple probe design across participles, three participles were a total of three units for three weeks of teaching experiments. Take the computer multimedia video as the teaching intermediary material, each unit carries on four classes the teaching activities, each class forty-five minutes.
The independent variable was the story grammar instruction model, the dependent variables were tested after receiving story grammar instruction, the oral narrative ability (number of total words , number of different words, corrected type token radio, the error number of sentences, mazes) of the the variations. Quantity of number various oral narrative target quantification, to discuss by the visual analysis, the C statistics test, the social validity interview. To understand and analyze the participles for the oral narrative ability. Finally proposed that the conclusion and the suggestion, will be engaged in reference of the s oral narrative teaching in the future.
The results of this study are as follows:
1.Story grammar instruction on oral narratives of junior students with learning disabilities in the number of total words, number of different words, corrected type token radio , has the teaching result and the maintenance effect.
2.Story grammar instruction on oral narratives of junior students with learning disabilities in the error number of sentences, mazes , has not the teaching result and the maintenance effect.
3.Obtains to the parents have positively supportive attitudes to use of story grammar instruction to improve oral narrative ability.
Based on the results and suggests that the restrictions of this study, put forward proposals for teaching research, as future for related inferences of reference and verification.

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