避免意外后果:科学阅读政策可能会伤害聋子儿童
Tory Sampson1,2, Amelia Becker1,2, Erin E Campbell1,2
1Wheelock College of Education and Human Development, Boston University, Boston, MA, United States.
Journal of deaf studies and deaf education
|February 19, 2026
概括
美国的阅读政策假设所有孩子都需要语音和语音意识,但这忽略了聋人读者. 差异化的教学至关重要,尊重所有学习者的多样化识字获取方法.
科学领域:
- 认知科学 认知科学
- 语言学的语言学.
- 教育政策 教育政策
背景情况:
- 美国的阅读政策往往源于阅读科学,假设普遍的语音映射,并从语音教学中受益.
- 这些假设可能不适用于所有学习者,特别是聋子儿童,这可能导致无效的教育策略.
研究的目的:
- 批判性地评估美国阅读政策背后的假设.
- 研究这些政策对聋人学习者的影响.
- 倡导包容和差异化的阅读指导.
主要方法:
- 文献综述和关于聋人阅读能力的科学证据的分析.
- 批评当前的教育政策及其理论基础.
- 检查语音学在聋人阅读中的作用与听力阅读者的作用.
主要成果:
- 熟练阅读不仅仅依赖于声学处理;聋人读者可以在没有口语声学的情况下实现识字.
- 当前的政策可能无意中通过过度强调基于语音的教学来促进聋子儿童的语言剥夺.
- 在聋人教育中存在显著的不平衡,优先考虑语言,而不是全面的语言和学术发展.
结论:
- 一种适合所有人的阅读指导方法是不适当的,可能有害的.
- 差异化的教学是必要的,以适应所有开始阅读的学习需求的多样性,包括聋人学习者.
- 教育政策必须以更广泛的识字理解为基础,承认聋人读者的独特途径.
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