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This research contrasted deaf and hearing students' interpretive knowledge of English sentences containing numeral quantifier phrases and indefinite noun phrases. A multiple-interpretation picture task methodology was used to assess 305 participants' judgments of the compatibility of sentence meanings with depicted discourse contexts. Participants' performance was assessed on the basis of hearing level (deaf, hearing) and grade level (middle school, high school, college). The deaf students were predicted to have differential access to specific sentence interpretations in accordance with the relative derivational complexity of the targeted sentence types. Hypotheses based on the pressures of derivational economy on acquisition were largely supported. The results also revealed that the deaf participants tended to overactivate pragmatic processes that yielded principled, though non-target, sentence interpretations. Collectively, the results not only contribute to the understanding of English acquisition under conditions of restricted access to spoken language input, they also suggest that pragmatic factors may play a broad role in influencing, and compromising, deaf students' reading comprehension and written expression. 相似文献
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Nickerson JF 《American annals of the deaf》2003,148(1):31-37
The study examined how literacy portfolios were used as tools in a college developmental English class in which deaf students assessed their reading comprehension as well as their writing processes and products. The students' reading and writing assignments involved reflective thinking and were grounded in authentic tasks. Immediate feedback was provided. The study was multidimensional, longitudinal, and ongoing. A variety of field research techniques were used to ascertain the uses and influences of portfolios in regard to students' reading, writing, and reflective thinking. The results support the idea that the use of literacy portfolios can positively influence students who are deaf when they assess their reading and writing abilities. 相似文献
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The influence of topic knowledge, domain knowledge, and interest on the comprehension of scientific exposition 总被引：1，自引：0，他引：1
Patricia A. AlexanderJonna M. KulikowichSharon K. Schulze 《Learning and individual differences》1994,6(4)
In this study, we explored the influence of subject-matter knowledge and interest on college students' comprehension of scientific exposition. Two forms of subject-matter knowledge were considered: Passage-specific (i.e., topic) knowledge and general (i.e., domain) knowledge. College students read two passages from physics, one dealing with Stephen Hawking and Grand Unification Theory, and one about the search for the truth quark. Students' topic knowledge and domain knowledge were tested before reading the passages. After reading each passage, students rated their interest in what they read. Comprehension measures were then completed for each passage. We performed regression analyses to determine the effects of subject-matter knowledge and interest on the comprehension scores for each passage. For the more technical Quarks passage, domain knowledge and interest were both significant predictors of comprehension. For the more personally-involving Hawking passage, topic knowledge, domain knowledge, and interest were significant predictors of comprehension performance. Overall, students were more interested in less abstruse and more personally-involving information for both passages. 相似文献
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The study explored the effects of an 8-week intervention in which a teacher/researcher used direct instruction to show the multiple meanings of 7 words to 4 deaf students ages 11-13 years in a school for the deaf. Applying conclusions from emerging research that links knowledge and strategy with metacognitive skills, the teacher/researcher used specific metacognitive strategies to facilitate both the acquisition of the concept of multimeaning words and the ability to distinguish one meaning from another while reading, and thus improved the students' reading comprehension. The study participants were able to increase their vocabulary of multimeaning words as well as their reading comprehension in general, and, overall, experienced an improvement in their observable understanding and confidence when approaching the task of reading. 相似文献
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严萍 《读与写:教育教学刊》2007,4(8):22-23
缺乏对篇章结构的认识是目前大学英语阅读教学的一个主要问题。由于传统教学偏重对词和句法的讲解,阅读教学缺乏对篇章的宏观处理,因而制约了学生阅读理解水平的提高。篇章结构作为文本重要的内在特征对提高阅读理解的正确性和效率有着积极作用,采用正确的阅读教学策略,传授篇章结构知识,从长远来看可以大幅提高阅读教学的效率。 相似文献
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The relationship between reading achievement and morphological word analysis in deaf and hearing students matched for reading level 总被引：1，自引：0，他引：1
This study extends the findings of Gaustad, Kelly, Payne, and Lylak (2002), which showed that deaf college students and hearing middle school students appeared to have approximately the same morphological knowledge and word segmentation skills. Because the average grade level reading abilities for the two groups of students were also similar, those research findings suggested that deaf students' morphological development was progressing as might be expected relative to reading level. This study further examined the specific relationship between morphologically based word identification skills and reading achievement levels, as well as differences in the error patterns of deaf and hearing readers. Comparison of performance between pairs of deaf college students and hearing middle school students matched for reading achievement level shows significant superiority of younger hearing participants for skills relating especially to the meaning of derivational morphemes and roots, and the segmentation of words containing multiple types of morphemes. Group subtest comparisons and item analysis comparisons of specific morpheme knowledge and word segmentation show clear differences in the morphographic skills of hearing middle school readers over deaf college students, even though they were matched and appear to read at the same grade levels, as measured by standardized tests. 相似文献
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Deaf students' reading strategies were identified by investigating these students' self-reported thinking during reading. In an earlier study (Schirmer, 2003), 10 elementary-level students attending a state school for the deaf had constructed meaning, monitored comprehension and activated strategies to improve comprehension, and evaluated comprehension, but had not demonstrated each of the reading strategies within these three overarching activities, all observed in previous studies of hearing skilled readers. Also, the students used a considerably greater variety of reading strategies for constructing meaning than for the other two activities. The replication study used the same procedure. Six elementary-level students attending a site-based public school classroom for deaf students thought aloud after reading each page of a short story. Analysis of these verbal reports indicated the participants performed similarly to those in the first study, thus supporting the reliability of results regarding reading strategies of readers who are deaf. 相似文献
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大学英语阅读教学模式的探索 总被引：16，自引：0，他引：16
培养学生较强的阅读能力是大学英语新大纲提出的要求。英语双重活动教学法强调外语教学的实质是交际,是师生之间、学生之间思想情感和信息的交流,师生构成教学活动的两个主体,师生是平等合作、互动的关系。本文运用英语双重活动教学法构建的“教师启动、师生互动、学生主动”的英语阅读课堂教学模式,旨在充分发挥学生的主体作用,培养阅读能力,发展用英语解决实际问题的能力,提高综合语言运用能力和外语交际能力。 相似文献
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LaSasso CJ 《American annals of the deaf》1999,144(1):35-43
Often, conclusions about what students have learned in school are based on their performance on standardized or informal tests. For several reasons, these tests may not accurately reflect deaf students' learning. The author discusses the limitations of tests and other "products" administered to students during or after reading that are interpreted as reflecting comprehension of what is read. The author also reviews documented differences in test-taking abilities of deaf and hearing students, and describes specific compensatory test-taking strategies used by deaf readers. A rationale is provided for including a formal test-taking skills component in the curriculum for deaf students. Finally, the author discusses portfolio assessment and contemporary societal forces working against academic testing. 相似文献
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Marschark M Sarchet T Convertino CM Borgna G Morrison C Remelt S 《Journal of deaf studies and deaf education》2012,17(1):61-74
This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations. 相似文献
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This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words. 相似文献
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Kelly LP 《Journal of deaf studies and deaf education》2003,8(2):171-186
Low reading comprehension persists among deaf readers, and recent research indicates that low automaticity in recognizing words and parsing sentence patterns is a significant source of the difficulty. When a learner does manage to gain an insight about some aspect of printed English, there may be limited impact on comprehension until the new knowledge can be applied fluently because the multiple cognitive demands of reading call for completing basic linguistic operations with a minimum of conscious effort. The research literature agrees that the route to improved automaticity is effective practice, and, thus, practice is also a likely route to increased comprehension. This article presents considerations to guide the design of practice for deaf readers. Certain of these notions are relatively applied in nature and may shape practice activities directly, for example, the discussion of research-based guidelines for tailoring the sequence and composition of practice items. Other parts of the discussion, such as those related to word recognition, are more theoretical than directive, and they imply research hypotheses that can and should be tested empirically. A principal point of this article is that without appreciable improvements in practice, the reading of many deaf students will remain largely unimproved. 相似文献
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Carolyn Morrison Thomastine Sarchet Carol M. Convertino Georgianna Borgna Richard Dirmyer 《欧洲特需教育杂志》2013,28(1):78-90
This study explored deaf and hearing university students’ metacognitive awareness with regard to comprehension difficulties during reading and classroom instruction. Utilising the Reading Awareness Inventory (Milholic, V. 1994. An inventory to pique students’ metacognitive awareness of reading strategies. Journal of Reading 38: 84–6), parallel inventories were created to tap metacognitive awareness during comprehension of sign language (deaf students) and spoken language (hearing students). Overall, both deaf and hearing students appeared to have greater metacognitive awareness of ongoing comprehension and repair strategies during reading than during instruction in the classroom, but deaf students scored lower than hearing students in both modalities. Deaf students were no more likely than hearing students to report adopting inappropriate strategies, but both groups indicated they were more likely to do so in classroom contexts than during reading. 相似文献
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汤志明 《读与写:教育教学刊》2009,6(10):39-40
在大学英语教学中,如何突破传统的词句教学模式以深刻了解文章的行文思路,掌握英语文章的写作特点,并因此提高阅读理解的速度和能力,一直是大学英语教师关心的问题.本文从语篇的衔接理论角度分析了如何让语篇分析的理论中的衔接理论为大学英语阅读教学服务,实现英语阅读教学质量的提高. 相似文献
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This research studied deaf students' performance on memory span and component reading tasks that incorporated processes involved in higher level comprehension. The instruments developed in the study provide the basis for the measurement of functional working memory capacity, vocabulary knowledge, domain-relevant knowledge, and inference abilities. Multiple regression analysis was used to construct models that show the contributions of the independent assessments to reading comprehension ability. Overall results suggest that working memory operates as a general executive system, as indicated by significant correlations between subjects' performance on reading and nonreading tasks. Limitations in vocabulary knowledge continue to pose problems in reading for deaf individuals. General or procedural knowledge also plays a part in reading comprehension processes. 相似文献
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The interaction of syntactic competence and vocabulary during reading by deaf students 总被引：2，自引：0，他引：2
Kelly L 《Journal of deaf studies and deaf education》1996,1(1):75-90
This research studied whether deaf students' component reading processes may interact with other in a competitive manner. Vocabulary and syntax, two processes known to directly and adversely affect the comprehension of many deaf readers, were studied to determine if they may influence each other, affecting the contribution that each one makes separately to reading comprehension. Multiple regression analyses were conducted on predictor variables that included measures of vocabulary and syntactic competence, as well as a variable summarizing the interaction of vocabulary and syntax. The criterion variable was a composite of comprehension performance on a cloze procedure and on a more traditional reading test. Results were cross-validated by separate regressions on data samples from three populations of profoundly deaf readers: 100 adolescents from oral school programs, 113 adolescents from total communication programs, and 211 students entering a postsecondary institution that used total communication. In each regression, the Vocabulary × Syntax interaction variable emerged as the most critical of the three predictors. Further analyses of the interaction revealed that among subjects in the highest quartile of syntactic competence, the correlation between vocabulary competence and reading was significantly greater than it was in the lower three syntax quartiles. In contrast, the relationship between syntax and comprehension remained stable across all four quartiles of vocabulary competence. This suggests that unless deaf readers have achieved a reasonable level of syntactic competence it may be difficult for them to capitalize fully on their vocabulary knowledge. The finding that limitations in one reading process can interfere with the application of another is consistent with the theory of Capacity Constrained Comprehension of M. Just and P. Carpenter (1992). Because syntax can exert both a direct and an indirect influence on comprehension, it should be an important focus in instructional programs. 相似文献