聋人和听力学生理解的词汇类型的差异:结果可以指导干预
Antonia González-Cuenca1, Marina González-Jerez1, María José Linero1
1Department of Developmental Psychology and Education. Málaga University, Spain.
Journal of communication disorders
|August 29, 2024
概括
与听力同龄人相比,聋学生表现出明显的词汇知识差距,需要有针对性的干预. 识别特定的具有挑战性的词类型对于初中儿童有效的词汇发展支持至关重要.
科学领域:
- 发展心理学 发展心理学
- 语言学的语言学.
- 特殊教育 特殊教育
背景情况:
- 词汇知识是语言发展的基础.
- 与听力同龄人相比,聋子儿童经常表现出词汇不足,这会影响学业成绩.
- 了解聋学生所面临的特定词汇挑战,对于设计有效的干预措施至关重要.
研究的目的:
- 识别特定的词类型,以表征聋学生的词法困难.
- 为开发定制干预措施提供信息,以改善聋人学习者的词汇获取.
主要方法:
- 评估了90名西班牙小学学生 (8-12岁) 的词汇理解能力.
- 用西班牙语Peabody图片词汇测试-III.使用45名听力学生和45名严重到严重听力损失的学生进行了比较.
- 分析了使用百分比,标准分数和特定词错误率的性能差异.
主要成果:
- 在听力和聋学生之间发现了总体词汇理解得分的显著差异.
- 虽然年龄,性别和社会文化水平没有显著的群体差异,但词汇测试的表现确实如此.
- 对高误差词的分析揭示了20个特定的词汇项目,这些词汇对聋学生来说尤其具有挑战性.
结论:
- 对于初中晚期的聋学生来说,词汇干预是必要的.
- 干预应侧重于特定的词汇类型,强调语义关系和更深入的理解.
- 专门的支持服务可以利用这些发现,为聋人学习者创建更有效的词汇开发计划.
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