EXPLICITLY TEACHING ENGLISH THROUGH THE AIR TO STUDENTS WHO ARE DEAF OR HARD OF HEARING

被引：6

作者：

Bennett, Jessica G. ^{[1
]}

Gardner, Ralph, III ^{[1
]}

Leighner, Ross ^{[1
]}

Clancy, Shannon ^{[1
]}

Garner, Joshua ^{[1
]}

机构：

[1] Ohio State Univ, Dept Educ Studies, Columbus, OH 43210 USA

来源：

AMERICAN ANNALS OF THE DEAF | 2014年 / 159卷 / 01期

关键词：

deaf; hard of hearing; English-based sign; Language for Learning; literacy; SIGNED ENGLISH; LITERACY; LANGUAGE; VOCABULARY; EDUCATION; CHILDREN; ISSUES;

D O I：

10.1353/aad.2014.0010

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

THE EFFECTS of the Language for Learning curriculum (Engelmann & Osborne, 1999) on through-the-air (i.e., signed and/or spoken) English skills for students who are deaf or hard of hearing (DHH) were examined by means of a single-subject, concurrent-multiple-probes-across-participants design. Four 11-year-old participants varied in auditory access, IQ, and age at amplification and/or cochlear implantation. All students showed increased accuracy of through-the-air English skills after the intervention (i.e., 15-20 lessons) and maintained these skills when assessed 1 week and 1 month later. The findings yielded some promising results indicating that a Direct Instruction curriculum may be an efficacious way to teach morphology and syntax to DHH students.

引用

页码：45 / 58

页数：14

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