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Author: Casey Krauss Reimer Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 155
Book Description
The goal of the current study was to determine if students who are deaf or hard of hearing (d/hh) would learn more new vocabulary words through the use of retrieval practice than repeated exposure (repeated study). No studies to date have used this cognitive strategy--retrieval practice--with children who are d/hh. Previous studies have shown that children with hearing loss struggle with learning vocabulary words. This deficit can negatively affect language development, reading outcomes, and overall academic success. Few studies have investigated specific interventions to address the poor vocabulary development for children with hearing loss. The current study investigated retrieval practice as a potentially effective strategy to increase word-learning for children who are d/hh and who use spoken language. It was found that children with hearing loss recalled a greater number of new vocabulary words when using retrieval practice than repeated exposure after a two day retention interval. This study also examined factors that influence whether a child remembers or forgets a word after a retention interval. Children who did not have an additional diagnosis recalled more words than children with an additional diagnosis. Children who were more efficient learners--took fewer trials to learn the word--recalled more words than children who were less efficient learners. High level of parent education and aided speech perception scores were not significant predictors of the children remembering the new words. In summary, this study was the first to show that retrieval practice caused students with hearing loss to learn more new vocabulary words than repeated exposure.
Author: Casey Krauss Reimer Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 155
Book Description
The goal of the current study was to determine if students who are deaf or hard of hearing (d/hh) would learn more new vocabulary words through the use of retrieval practice than repeated exposure (repeated study). No studies to date have used this cognitive strategy--retrieval practice--with children who are d/hh. Previous studies have shown that children with hearing loss struggle with learning vocabulary words. This deficit can negatively affect language development, reading outcomes, and overall academic success. Few studies have investigated specific interventions to address the poor vocabulary development for children with hearing loss. The current study investigated retrieval practice as a potentially effective strategy to increase word-learning for children who are d/hh and who use spoken language. It was found that children with hearing loss recalled a greater number of new vocabulary words when using retrieval practice than repeated exposure after a two day retention interval. This study also examined factors that influence whether a child remembers or forgets a word after a retention interval. Children who did not have an additional diagnosis recalled more words than children with an additional diagnosis. Children who were more efficient learners--took fewer trials to learn the word--recalled more words than children who were less efficient learners. High level of parent education and aided speech perception scores were not significant predictors of the children remembering the new words. In summary, this study was the first to show that retrieval practice caused students with hearing loss to learn more new vocabulary words than repeated exposure.
Author: Marc Marschark Publisher: Oxford University Press ISBN: 0190054050 Category : Psychology Languages : en Pages : 480
Book Description
In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now a number of preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.
Author: Jennifer S. Beal Publisher: Oxford University Press ISBN: 0198879121 Category : Psychology Languages : en Pages : 289
Book Description
Most students who are deaf or hard of hearing (DHH) struggle with acquiring literacy skills, some as a direct result of their hearing loss, some because they are receiving insufficient modifications to access the general education curriculum, and some because they have additional learning challenges necessitating significant program modifications. This second edition of Literacy Instruction for Students who are Deaf and Hard of Hearing updates previous findings and describes current, evidence-based practices in teaching literacy to DHH learners. Beal, Dostal, and Easterbrooks provide educators and parents with a process for determining which literacy and language assessments are appropriate for individual DHH learners and whether an instructional practice is supported by evidence or causal factors. They describe the literacy process with an overview of related learning theories, language and literacy assessments, and evidence-based instructional strategies across the National Reading Panel's five areas of literacy instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The volume includes evidence-based writing strategies and case vignettes that highlight application of assessments and instructional strategies within each of these literacy areas. Crucially, it reviews the remaining challenges related to literacy instruction for DHH learners. Educators and parents who provide literacy instruction to DHH learners will benefit from the breadth and depth of literacy content provided in this concise literacy textbook.
Author: Faisl M. Alqraini Publisher: ISBN: Category : Deaf Languages : en Pages :
Book Description
Student participants were five d/Dhh fourth-grade students with profound hearing loss studying in an elementary public school, whereas d/Dhh students were mainstream in this school. This school is in Riyadh, the capital of Saudi Arabia. Three of the five were assigned to receive the intervention, while two students served as a control group and only were given the pretest and posttest to determine the effectiveness of the vocabulary intervention. The study required 11 weeks to complete. The data showed that students who received the intervention significantly improved in the dependent variables (recognition and comprehension of words with multiple meanings). In contrast, students who did not receive the intervention showed no improvement on the posttest.
Author: Elisa Perego Publisher: Frank & Timme GmbH ISBN: 373290654X Category : Language Arts & Disciplines Languages : en Pages : 200
Book Description
Easy-to-Understand (E2U) text practices enable and facilitate accessible communication. E2U refers both to Plain and to Easy Language. These two powerful methods of language and content comprehension enhancement are illustrated through several examples in English, starting from the seminal role of the Anglophone world in promoting plain and lucid style. Originally implemented in written texts, today the employment of these simplified language varieties should infiltrate new communication services that are more complex and multifaceted. Thanks to the EASIT project, the integration of E2U strategies into a selection of audiovisual services is being successfully researched. After advancing simplification proposals in the area of subtitling and audio description, Elisa Perego reports on the results of a cross-country survey conducted during the initial stages of the EASIT project: She pinpoints the background, activity, and training experience of those who currently work in the sector of E2U in Europe, and identifies the skills and the competences of, as well as a training path and materials for, future hybrid professionals.
Author: Ewa Domagała-Zyśk Publisher: Cambridge Scholars Publishing ISBN: 144381282X Category : Languages : en Pages : 210
Book Description
Deaf and hard-of-hearing students form a specific group of foreign language learners. They need to use foreign languages just like their hearing peers if they want to enjoy the same benefits of globalization and technical advancements of today, yet they cannot take part in the same foreign language education. As sign language users, lip-readers or persons relying on hearing aids or cochlear implants in their everyday communication, they need special support in learning a foreign language. This book has been written by teachers and researchers involved in teaching English as a foreign language (EFL) to deaf and hard-of-hearing students in various different European countries, including the Czech Republic, France, Hungary, Norway, Poland, and Serbia. The chapters mirror both the authors’ personal journeys through this field and give insight into various aspects of empirical research into the foreign language acquisition of hearing-impaired learners. They discuss mainly the issue of specific methodology for teaching EFL vocabulary, grammar, reading, writing and speaking to deaf and hard-of-hearing persons and the challenge of effective communication during the classes via sign language, cued speech or the oral approach. Special chapters are also devoted to EFL teachers’ experience in special schools for the deaf. Educators interested in practical advice, responses to challenges and worked-out solutions to problems will particularly welcome this book as a useful source of ideas. It will also help novice teachers embarking on their careers in English language education for deaf and hard-of-hearing children and adults.
Author: Caitlyn Duckworth Publisher: ISBN: Category : Communicative competence in children Languages : en Pages : 142
Book Description
The purpose of this study was to investigate the impact of a combination of reading instruction on the language development of three preschool students, ages 3-5, who have hearing loss. Intervention was implemented in two forms for nine months. Group intervention was implemented by multiple interventionists through instruction based on the Reading Mastery I curriculum while using Visual Phonics as a supporting reading instruction tool. Individual intervention was implemented by the researcher in a one-on-one setting, for ten to twenty minutes once a week, focused on lessons from the Early Reading Tutor (ERT) program. Language samples were randomly collected once a month for each student during group and individual settings. The Cottage Acquisition Scales of Listening Language and Speech (CASLLS) assessment was used to analyze each language sample. A Mean Length of Utterance (MLU) calculation was also completed for each language sample and analyzed. Results indicate that each participant's language development improved over the nine-month period at a similar rate. This study found that a combination of reading instruction may have positively impacted the three participants' language development over the nine-month intervention.
Author: Casey Krauss Reimer
Author: Casey Krauss Reimer
Author: Marc Marschark
Author: Jennifer S. Beal
Author: 
Author: Faisl M. Alqraini
Author: Elisa Perego
Author: 
Author: 
Author: Ewa Domagała-Zyśk
Author: Caitlyn Duckworth