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1.
Reading is not merely "language by eye." Rather, it builds fundamentally on primary language processes. For hearing readers, this means that spoken language processes, including phonological processes, are critical to high achievement in reading. We examine the implications of this fact for deaf readers by considering the relationship between language and reading and by reviewing the research on the use of phonology by deaf readers. The research, although mixed in its results, suggests that the use of phonology is associated with higher levels of reading skill among deaf readers. We examine related questions, including the additional semantic and visual strategies available to deaf readers, how some deaf readers gain access to the spoken structure of language, and implications for how to improve reading achievement. 相似文献
2.
聋人阅读研究进展与动态 总被引：1，自引：2，他引：1
阅读对丧失听觉能力的聋人具有不同寻常的重要意义。本文通过回顾聋人阅读的现有研究 ,指出当前聋人阅读具有的特点、存在的问题和聋人阅读研究的动态。 相似文献
3.
Susan Goldin-Meadow Rachel I. Mayberry 《Learning disabilities research & practice》2001,16(4):222-229
Reading requires two related, but separable, capabilities: (1) familiarity with a language, and (2) understanding the mapping between that language and the printed word (Chamberlain & Mayberry, 2000; Hoover & Gough, 1990). Children who are profoundly deaf are disadvantaged on both counts. Not surprisingly, then, reading is difficult for profoundly deaf children. But some deaf children do manage to read fluently. How? Are they simply the smartest of the crop, or do they have some strategy, or circumstance, that facilitates linking the written code with language? A priori one might guess that knowing American Sign Language (ASL) would interfere with learning to read English simply because ASL does not map in any systematic way onto English. However, recent research has suggested that individuals with good signing skills are not worse, and may even be better, readers than individuals with poor signing skills (Chamberlain & Mayberry, 2000). Thus, knowing a language (even if it is not the language captured in print) appears to facilitate learning to read. Nonetheless, skill in signing does not guarantee skill in reading—reading must be taught. The next frontier for reading research in deaf education is to understand how deaf readers map their knowledge of sign language onto print, and how instruction can best be used to turn signers into readers. 相似文献
4.
何素芳 《阿坝师范高等专科学校学报》2005,22(3):42-44
数学阅读越来越受到人们的关注,并已悄然步入数学课堂,成为学生获得数学知识的途径之一,而对于新教材编写的特色之一,专供学生阅读的“阅读材料”却容易被遗忘。利用“阅读材料”,挖掘它的文化内涵,培养学生的数学素养,成为当今教育研究的课题之一。 相似文献
5.
THE READING LEVELS of a population of 93 Spanish deaf students were examined. All study participants had prelingual profound hearing loss; their ages ranged from 9 to 20 years. All were enrolled in compulsory education during 2002-2003 in the Canary Islands (Spain). They were evaluated with sentence and text comprehension subtests from the Evaluation of Reading Processes of Primary Education Students, whose Spanish acronym is PROLEC (Cuetos, Rodríguez, & Ruano, 1996). A questionnaire on reading attitude was also used (Espín, 1987). Study results were consistent with those of previous research: Deaf students, at the end of their primary school education (mean age 13 years), have reading levels similar to or lower than the reading levels of hearing students at the onset of primary school education (mean age 7 years). These deaf students also have an indifferent attitude toward reading. 相似文献
6.
陈倩龄 《成都教育学院学报》2008,22(1):98-100
学生的“阅读期待视野”,反映着学生的知识层次、个人爱好和阅读能力,是一种综合的阅读要求和欣赏水平。在践行《语文课程标准》的过程中要通过各种有效途径,充分利用“阅读期待视野”来提高学生的阅读水平,以推动语文素质教育的进行。 相似文献
7.
李芹 《柳州职业技术学院学报》2004,4(2):92-96
为了进一步落实素质教育，培养适应时代发展的合格人才，我们进行了“建构‘自主化阅读’教学模式，促进学生主体性发展”专项研究，主要做法如下：(一)转变过去仅以语文教材为主的课堂阅读教学格局，让每个学生参与到自主学习中来，实行“以学习课本为主”的阅读课与“自主选择”的阅读课相结合的原则。(二)建构“自主化阅读”教学模式，培养学生自学能力和良好的学习习惯。 相似文献
8.
Strassman B 《Journal of deaf studies and deaf education》1997,2(3):140-149
The purpose of this article is to review and synthesize the literature linking metacognition and reading in children who are deaf. Although this body of research is sparse, three issues emerge. First, the research implies that current instructional practices used to teach reading to deaf children might actually hinder their development of mature metacognitive knowledge and control. Second, the studies suggest that the low-level reading material typically given to deaf children might not provide the opportunity for them to develop, practice, or use metacognitive strategies. And third, the research shows that deaf students can benefit from metacognitive strategy instruction. 相似文献
9.
Vermeulen AM van Bon W Schreuder R Knoors H Snik A 《Journal of deaf studies and deaf education》2007,12(3):283-302
The reading comprehension and visual word recognition in 50 deaf children and adolescents with at least 3 years of cochlear implant (CI) use were evaluated. Their skills were contrasted with reference data of 500 deaf children without CIs. The reading comprehension level in children with CIs was expected to surpass that in deaf children without implants, partly via improved visual word recognition. Reading comprehension scores of children with implants were significantly better than those of deaf children without implants, although the performance in implant users was substantially lagging behind that in hearing children. Visual word recognition was better in children with CIs than in children without implants, in secondary education only. No difference in visual word recognition was found between the children with CIs and the hearing children, whereas the deaf children without implants showed a slightly poorer performance. The difference in reading comprehension performance of the deaf children with and without CIs remained present when visual word recognition was controlled for. This indicates that other reading-related skills were also contributing to the improved reading comprehension skills of deaf children with CIs. 相似文献
10.
诵读教学是中国传统的语文教学方式,在古代是最重要的教学手段,所谓“书读百遍,其义自见”讲的就是这个道理。在现代语文教学中,教学方法与手段更加灵活多样,诵读只是其中之一。诵读不是简单读,诵读教学也不只是读与听的互动,真正的诵读教学应该确立训练目标体系和开展诵读教学研究,不仅促进学生的语言积累、表达、口语交际能力和习作水平的提高,而且促进教师的学习意识、创新意识、实践意识．从而助推语文教学的发展。 相似文献
11.
阅读对聋童来说,是他们在几年学校教育中发展的主要任务。而现实中由于部分教师在认识上存在偏颇,导致阅读这一重要的语文实践活动在聋校语文教学中大面积丢失。语文研究如何让聋生在九年聋校语文教学中习得阅读方法,具有独立的阅读能力,为他们走上社会后能通过阅读独立获取信息、了解社会打下扎实的基础。 相似文献
12.
This study examined the effects of the method of repeated readings (RR), a well-accepted remedial reading technique for improving the reading rate of hearing children, with deaf adolescents. Forty-two students from a midwestern residential school for the deaf were randomly assigned into treatment and control groups. The groups were equivalent with respect to age, level of hearing loss, reading achievement, and mental ability. All subjects read material previously determined to be at their instructional levels. Members of the treatment group were videotaped during the initial reading of an assigned passage, allowed to practice over three 15-minute sessions, then videotaped again during a final reading of the assigned passage. The control group differed only in that it practiced reading material other than the assigned passage. Reading rates and word recognition accuracy were recorded for the initial and final reading of each of five passages. Results indicated that the treatment subjects demonstrated significant improvement between pre- and posttesting regarding reading rate and two measures of word recognition accuracy. The performance of subjects engaged in nonrepetitive reading demonstrated minimal improvement. We discuss applicability of this procedure with a deaf population and implications for future research and practice. 相似文献
13.
Yore LD 《Journal of deaf studies and deaf education》2000,5(1):105-122
Reading and writing in science have been frequently maligned but infrequently studied since the 1960s move toward hands-on science. Current interest in the printed-based language arts in science is supported by contemporary educational reforms and the realization that simply doing more hands-on activities may not improve meaningful learning. Students need opportunities to consolidate their science experiences and to contrast their understandings with the interpretations of the science establishment. Science literacy means that students learn about the "big" ideas of science and how to inform and persuade others about these ideas. This article attempts to sketch a substantive framework for using science reading and science writing with deaf students based on research and informed practice with hearing students. 相似文献
14.
聋校学生学习兴趣和优势倾向性的调查研究 总被引：3，自引：2，他引：3
本文从人的全面发展及加德纳的“多元智能”理论出发,试对6所聋校277名学生的学习兴趣与优势倾向性做了调查。结果表明:聋生对体育、劳动等课程最感兴趣,而对律动、叙述、语言训练等课程相对缺乏兴趣;在个人生活自理及家庭生活技能方面表现出明显的优势,而在心智技能(如阅读、收集信息等与未来发展相关的)方面相对薄弱,还缺乏足够的自信心。调查的结果在一定程度上反映了聋生自身的特性与需要,这可以为我们确立聋教育的目标及开展课程改革、进行职业训练提供参考的依据。 相似文献
15.
浅论英语阅读教学中"研究性学习"思维品质的培养 总被引：1，自引：0，他引：1
蔡芳 《湖南师范大学教育科学学报》2002,1(2):122-123
研究性学习正成为人们关注的热点，在英语阅读教学中蕴藏着组织学生进行研究性学习的丰富素材，通过有效的阅读训练，特别是通过为学生努力创设问题情境、鼓励学生自己提出研究的问题和培养学生的元认知学习策略等多种手段，可以培养学生的“研究性学习”思维品质,形成终身学习英语的观念和习惯。 相似文献
16.
Deaf students consistently score lower on standardized measures of reading comprehension than their hearing peers. Most of the studies that have been conducted to explain this phenomenon have focused on variables within the reader, and important differences have been found between deaf and hearing readers. More recently, in the face of increasingly high-stakes consequences, researchers are looking "outside" the reader, at the tests themselves, to determine whether there are fairness issues for special populations, such as deaf students. The study reported here, the first of its kind with deaf students, examines the North Carolina (NC) reading comprehension test. The study employs the same method used originally by NC to determine its appropriateness of the test for the general population of NC students. The experts in this article, like those in the original construction of the NC test, are familiar with the content of the reading curriculum in NC; however, the raters in this article bring a special perspective related to teaching and testing reading of students who are deaf. Findings from this study raise questions about the appropriateness of the NC reading test for deaf students. Implications for future research and instructional practice are discussed. 相似文献
17.
As schools attempt to address the needs of an ever more diverse student population, many have turned to intensive interventions to improve reading performance. Reading First grants from the United States Department of Education encouraged schools to implement evidence-based instructional practices in elementary schools. However, for many schools, implementation of Reading First and other intensive data-driven reading initiatives has not included students considered to have significant disabilities or has led to increased pull-out or separate remediation services. We consider how Reading First efforts can be integrated into a rich, inclusive education program for all students, including those considered to have the most significant disabilities. We discuss how schools can creatively utilize staff and scheduling to maximize push-in support and encourage interdisciplinary and data-driven problem solving to provide meaningful guidance for reading instruction for the benefit of all students. 相似文献
18.
Data are presented from two studies that investigate the developmental trends and concurrent validity of a measure of language and communication skills for deaf children, the Language Proficiency Profile-2 (LPP-2), developed by Bebko and McKinnon (1993). The LPP-2 was designed to evaluate the overall linguistic/communicative skills of deaf children, independent of any specific language or modality of expression. It focuses on the totality of the children's communication skills. Experiment 1 investigated developmental trends of the LPP-2 for both deaf and hearing children, studying a combined sample of deaf and hearing children from the United States and Canada. Experiment 2 investigated the relationship between the LPP-2 and two commonly used measures to assess deaf children on language development (Preschool Language Scale-3) and early reading skills (Test of Early Reading Ability-Deaf/Hard-of-Hearing). Results from the two studies indicate that the LPP-2 has good utility not only as a measure of overall language development but also as a predictor of achievement for English language and early reading skills. 相似文献
19.
The present study examined whether specific item characteristics, such as mode of acquisition (MoA) of word meanings, make reading comprehension tests particularly difficult for deaf children. Reading comprehension data on nearly 13,000 hearing 7-to-12-year-olds and 253 deaf 7-to-20-year-olds were analyzed, divided across test levels from second to sixth grade (not necessarily corresponding to chronological age). Factor analyses across item scores suggested that, of the determinants studied, MoA--referring to the type of information (perceptual, linguistic, or both) used in word meaning acquisition--was the only factor that contributed significantly to deaf and hearing children's reading comprehension. For hearing children, MoA influenced item scores at the third- and fourth-grade levels. For the deaf children, MoA influenced item scores through the sixth-grade level. 相似文献
20.
宁明 《重庆第二师范学院学报》2012,25(5):150-153
在我国高校大学英语教学中,读写译课程教学一直受到重视,但却面临着课时有限、班级规模大、教学任务重的问题,而且在教学过程中经常被简化为阅读教学,忽视翻译、写作教学,教学模式也以讲授型为主。广为提倡的＂自主学习＂,也因为学生缺乏明确的学习目标和实践能力而流于形式。基于山东大学的校级教学项目＂大学英语读写译课程的创新实践＂,项目组通过一年的追踪研究证明,重视教师的指导作用,采用课堂讲授与研讨相结合的教学模式把教学过程贯穿课内外,能有效地解决上述问题,在开设大学英语课程的高校有一定的推广、借鉴意义。 相似文献