耳植入器的年龄和ASL技能影响识字能力的发展
Thomas E Allen1, Ely D Sibarium2
1Educational Neuroscience, Gallaudet University, 800 Florida Avenue, NE, Washington, DC 20002, United States.
Journal of deaf studies and deaf education
|July 8, 2025
概括
早期的手语技能对耳植入器的幼聋儿童的新兴识字能力产生了积极的影响. 这一发现支持将视觉语言与植入一起整合,以获得更好的语言发展结果.
科学领域:
- 儿科听力学 儿科听力学
- 发展语言学是发展语言学.
- 聋人教育 聋人教育
背景情况:
- 对于聋子儿童的语言和识字发展,存在相互矛盾的策略,从排他性的耳植入到排他性的视觉语言使用.
- 新兴研究表明早期手语对植入儿童的潜在益处,挑战了之前关于负面影响的说法.
研究的目的:
- 调查手语能力对5岁耳聋儿童具有耳植入物的新兴识字能力的影响.
- 确定美国手语 (ASL) 接收能力是否提高了植入年龄以外的英语素养表现的预测.
主要方法:
- 使用等级回归建模来分析数据.
- 这项研究包括了接受耳植入器的5岁聋子儿童的样本.
- 用美国手语 (ASL) 接受能力和植入年龄的测量来预测新兴的英语素养.
主要成果:
- 发现ASL技能水平是新兴识字能力的显著积极预测因素.
- 美国手语技能提高了新出现的英语素养结果的可预测性,即使在控制植入年龄时也是如此.
- 分析了人口统计学变量,以寻找潜在的偏见影响.
结论:
- 熟练掌握手语,特别是ASL,积极影响具有耳植入器的幼聋儿童的新兴识字能力.
- 将手语与耳植入物使用相结合,似乎对语言和识字能力的发展有益.
- 需要进一步的研究来探索这些好处和对教育策略的影响.
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