阅读是特殊学校生活语文课程中需要进行培养的重要能力之一，阅读是个体增长知 识、发展潜能、参与社会生活的重要基础。简单阅读观的理论提出，阅读能力由字词解码 能力和听力理解能力共同决定。二者之中的任一成分存在缺陷，都会导致个体产生阅读障 碍。由于智力障碍学生智力发育迟缓、短时记忆差等原因，导致智力障碍学生识记字词困 难、对词语的理解不到位，影响了阅读能力的发展。因此，提高智力障碍学生阅读能力是 非常重要的。本研究旨在为特殊学校中智力障碍学生的字词学习提供一种较为适用的策 略，利于教师在课堂中运用并在特殊学校语文课程中推广。从而为智力障碍学生的阅读能 力发展打下基础，进一步提升其阅读能力。 本研究在简单阅读观理论框架的基础上，通过单一被试设计，针对特殊学校中智力障 碍学生阅读困难的现象，选择字词闪卡教学作为教学策略，对三名智力障碍学生进行字词 解码能力干预研究。对三名学生分别进行了三组字词闪卡教学。主要研究目的有两个：1. 字词闪卡教学对解码准确性的有效性以及字词闪卡教学对解码流畅度的有效性。2.进一步 分析研究研究字词闪卡教学能否提高智力障碍学生的字词解码能力。结果显示，字词闪卡 教学对提高字词解码准确性和字词解码流畅度都是有效的。字词闪卡这种教学方式，可以 让学生在系统下教学后，提高自身的解码准确性。字词闪卡能够将生字的字形及生字的读 音快速的联系到一起，从而提高学生字词解码的流畅度，并将其稳定的维持在较高水平。 这种教学方法提高了学生的字词解码能力。 根据以上结论，本研究提出以下建议：字词闪卡教学可以作为一种能够有效提高智力 障碍学生字词解码能力的教学方式，在特殊学校课堂中实施。在使用字词闪卡教学的过程 中，应注意了解学生基本情况。制定适合且适量的学习材料。确定字词闪卡教学程序，对 相关教师进行培训。

Reading is one of the important abilities in the special school language curriculum. Reading is an important basis for individuals to increase their knowledge, develop their potential and participate in social life.According to the theory of simple view of reading, reading ability is determined by the ability of decoding and listening comprehension.Defects in either component can lead to dyslexia.Due to poor short-term memory and other reasons, students with intellectual disability have difficulty in memorizing words and understanding words, which affects the development of reading ability.Therefore, it is very important to improve the reading ability of students with intellectual disability.The purpose of this study is to provide a more suitable strategy for the learning of words by students with intellectual disability in special schools, which is beneficial for teachers to use in the classroom and promote in the Chinese curriculum of special schools.This will lay a foundation for the reading ability development of students with intellectual disabilities and further improve their reading ability. Based on the theoretical framework of simple view of reading, this study aims at the phenomenon of reading difficulties of students with intellectual disability in special schools , selects direct instruction flashcards as a teaching strategy, and conducts an intervention study on word decoding ability of three students with intellectual disability.Three groups of direct instruction flashcards were taught to three students.The main research objectives are as follows: 1. The direct instruction flashcards have effectiveness on decoding accuracy and decoding fluency.2. Further analysis and research, direct instruction flashcards can improve the decoding ability of students with intellectual disabilities.The results show that direct instruction flashcards is effective in improving the accuracy and fluency of word decoding.It allows students to improve their decoding accuracy after systematic teaching.The direct instruction flashcards can quickly link the glyph and pronunciation of new words together, so as to improve the fluency of students' word decoding.This teaching method improves students' ability to decode words. Based on the above conclusions, this study proposes the following Suggestions: direct instruction flashcards can be used as a teaching method to effectively improve the decoding ability of students with intellectual disabilities, it can be implemented in special schools.In the process of using flashcards, we should pay attention to understand the students' basic information.Choose appropriate learning materials.Determine the flashcard teaching procedure and train relevant teachers.