80%的學習障礙學生有閱讀困難，包含聽力、讀字、拼字，使用直接教學法應 用在各科教學課程的文獻多，應用在英語科教學之研究少。本研究探討直接教學 法教學應用英語繪本對國中學習障礙學生英語學習的立即和維持成效。採單一受 試之跨受試多探試實驗設計，對象為臺北市三名國中學習障礙學生，於每週進行 兩節教學介入共計12 週，測驗內容包含英文字彙聽力、讀字和拼寫，以視覺分析 與C 統計進行資料處理，結果：（一）使用直接教學法應用繪本教學英語聽力，具 有立即成效與保留成效。（二）使用直接教學法應用繪本教學英語讀字具有立即成 效，但是保留成效有差異，其中兩名學生保留成效可維持。（三）使用直接教學法 應用繪本教學英語拼字，具有立即成效，但保留成效有差異，其中兩名學生保留 成效可維持。研究結果顯示直接教學法應用英語繪本在英語聽力、讀字與拼字具 有立即成效，但在保留成效中有差異。

According to the study, about 80% students with learning disabilities have reading difficulity, including phonology, syntax and semantics. Lots of literatures find that direct instruction applies in many subjects, but few of literatures apply in teaching English.The purpose of this study was to explore the effects of direct instruction on English learning for junior high school students with learning disabilities. The participants were three ninth grade junior high school students with learning disabilities. In this study, the designer used a single-subject experimental study of multiple baseline across-subjects. The main findings of this study were as follows: 1. Direct instruction combination with English picture books had immediate and retained effects on students’ English vocabulary listening comprehension. 2. Direct instruction combination with English picture books had immediate effects on students’ English vocabulary speaking; however, retained effects were differences. The two subjects have effectively maintained their effects. 3. Direct instruction combination with English picture books had immediate effects on students’ English vocabulary letter spelling. However, retained effects are difference, the two subjects were better than the others were.