The effectiveness of a sight word intervention designed for Deaf students was investigated. Thirty students, grades 1-7, in an urban school for the Deaf received an 8-month intervention. A pretest/posttest design using a teacher-designed instrument, the Cumulative Bedrock Literacy Sight Word Assessment, and the Test of Silent Word Reading Fluency (Mather, Hammill, Allen, & Roberts, 2004) assessed increases in the number of sight words students could identify and the rate at which they could identify them. Paired-samples and independent-samples t tests and Pearson product-moment correlations were used to analyze data. Results indicated a significant increase in the number of sight words participants could identify postintervention. Also, younger students increased their sight word vocabularies at a faster rate than older students. No significant differences based on home language or gender were found. The authors make suggestions for further research and program application.

中文翻译：

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视觉单词干预对聋生的影响。

研究了针对聋生的视觉单词干预的有效性。聋人城市学校的30名1-7年级学生接受了为期8个月的干预。使用教师设计的工具进行的前测/后测设计，累积基岩识字视觉单词评估和无声单词阅读流利度测试（Mather，Hammill，Allen和Roberts，2004年）评估了学生可以增加的视觉单词数量识别以及识别它们的速率。配对样本和独立样本t检验以及Pearson乘积矩相关性用于分析数据。结果表明，参加者可以识别干预后的视觉词数量大大增加。同样，年轻的学生比大学生更快地增加了视觉单词的词汇量。没有发现基于家庭语言或性别的显着差异。作者提出了进一步研究和程序应用的建议。