言語と識字の差異性 全国サンプルにおける耳障り小学生の間で
Kimberly Wolbers1, Hannah Dostal2, Kelsey Spurgin3
1Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN 37996, USA.
Behavioral sciences (Basel, Switzerland)
|August 28, 2025
まとめ
聴覚障害のある小学生の 読み書き能力の成績は 大きく異なっています 聴覚障害者の読書能力の向上には 早期に言語に触れることと 適応した教育が不可欠です
科学分野:
- 教育
- 言語学
- 心理学
背景:
- 聴覚障害者の読み書き能力の発達は複雑です
- 読み書きに影響する要因を理解することは不可欠です.
研究 の 目的:
- アメリカで368人の耳の不自由な小学生の 読み書きの成績を調べました
- 読み書き能力と人口統計学/言語の変数との関連を特定する.
主な方法:
- クラス3~6の標準化された評価データを分析した.
- 読み書きの成績を統計的に調べる
- 人口統計,言語能力,音声学的知識の要因の調査.
主要な成果:
- 読み書きのスコアで大きな変動が見られた.
- 障害による識字率の格差
- 読書と書くことの 強い正の相関関係です 書くことは読書よりも高い点数です
- 識字率のギャップは クラスごとに広がりました
- 言語能力と音声学的な知識は,識字の成果の強い予測因子であった (55-63%).
結論:
- アクセス可能な言語に 早期に触れることが重要です
- 聴覚障害者の言語能力に合わせた 読み書きの指導が必要です
- 言語の要因は ろうの生徒の読み書き能力の発達に 大きく影響します
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