通过专门的写作指导来培养聋子学生的表达性语言技能
Kimberly A Wolbers1, Hannah M Dostal2, Leala Holcomb1
1Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN, United States.
Journal of deaf studies and deaf education
|January 15, 2024
概括
战略和交互式写作指导提高了聋学生的表达和书面语言技能,用于回忆和信息类型. 这凸显了语言发展在聋人学习者识字方面的重要性.
科学领域:
- 教育教育教育教育教育教育.
- 语言学的语言学.
- 特殊教育 特殊教育
背景情况:
- 写作对识字至关重要,语言是思想发展和组织的核心.
- 聋学生需要专注于语言技能发展,以获得有效的写作.
- 战略和交互式写作指导 (SIWI) 提供了一种教学方法来增强这些技能.
研究的目的:
- 调查SIWI对3-6年级聋学生表达和书面语言的影响.
- 评估口语/手语表达式语言和书面的特定类型的改进.
- 探索表达性语言和写作能力之间的相关性.
主要方法:
- 一个准实验性的设计,涉及16名教师和69名聋学生 (3-6年级).
- 在治疗组和对照组中实施SIWI.
- 在学年开始和结束时,收集和分析三种类型的表达性语言和写作样本.
主要成果:
- 在SIWI组的学生表现出显著的收益在表达和书面语言的回忆和信息类型.
- 对于有说服力的表达性语言或写作,没有观察到显著的治疗效果.
- 在所有类型和时间点中发现了表达性语言和写作之间的显著正相关性.
结论:
- SIWI有效地提高了聋学生表达式和书面语言的特定方面.
- 有针对性的语言教学对于提高聋人学习者的识字能力至关重要.
- 表达性语言和写作的相互联系强调了对综合教学方法的需求.
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