Abstract
This study was to explore the word recognition effects of the radical-group-text teaching strategies with computer integrated instruction for the students with intellectual disability. The A-B-A' withdrawal design of the single-subject experimental approach was applied, and three fourth to sixth grade students with intellectual disability were involved as subjects. The independent variable was the radical-group-text teaching strategies with computer integrated instruction. The dependent variables were the effects of word recognition. The data were analysis with visual, C statistic, and observation. The results of the study were as follow: 1. The radical-group-text teaching strategies with computer integrated instruction improved the three subjects’ abilities on word recongnition. 2. The radical-group-text teaching strategies with computer integrated had conservatory effect for the three subjects’ abilities on word recongnition. 3. The radical-group-text teaching strategies with computer integrated instruction improved all subjects’ effetcs in “select words by meaning”, “select words by phrases”, and “select words by context”. However, only subject A and B had significant effect in “select pronunciations by words”, subject C had no significant effect.