当前位置: X-MOL 学术Deafness & Education International › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Storybook selection criteria used by teachers of d/Deaf and hard-of-hearing prereaders communicating in English
Deafness & Education International Pub Date : 2019-02-06 , DOI: 10.1080/14643154.2019.1572284
Amy Louise Schwarz 1 , Meagan Jurica 1 , Charlsa Matson 1 , Rachel Stiller 1 , Taylor Webb-Culver 1 , Hervé Abdi 2
Affiliation  

ABSTRACT For d/Deaf and hard-of-hearing prereaders who communicate predominately in spoken and/or signed English (DHH-English), Teachers of the d/Deaf (TODs) read books aloud to increase English skills, auditory-verbal comprehension, sequencing skills, verbal reasoning, background knowledge, and sight word recognition. Teachers struggle to select appropriate books for read alouds. Unfortunately, the only available book selection system for TODs serving DHH-English was developed for a different purpose than identifying storybooks to increase English skills and was based on a methodology difficult to evaluate. To help teachers select books, we created an empirically-derived difficulty-level system based on the judgments of 69 experienced TODs serving DHH-English preschoolers and kindergartener across the United States. We used 14 storybooks and asked the TODs to group these books and order these groups based on how difficult the storybooks would be for DHH-English prereaders to understand when the books were read aloud. Additionally, TODs described the groups they created and why they assigned the books in their groups. We used these descriptions in a content analysis to derive a glossary of book characteristics. Finally, we analysed these results with a multivariate technique that simultaneously analysed the glossary and ranking data to create a difficulty-level scale and to identify exemplar books. The book selection system includes a two-tiered glossary, a six-point difficulty-level scale and exemplar books for each scale level. We discuss how this empirically-derived book selection system for read alouds with DHH-English prereaders can be paired with the three existing evidence-based read-aloud interventions designed to increase oral language skills.

中文翻译:

聋哑和听力障碍预读者用英语交流的教师使用的故事书选择标准

摘要 对于主要使用口语和/或手语英语 (DHH-English) 进行交流的聋哑和听力障碍预读者,聋哑教师 (TOD) 大声朗读书籍以提高英语技能、听觉-语言理解能力、排序技能、口头推理、背景知识和视觉词识别。老师们很难选择合适的书籍来大声朗读。不幸的是,为 DHH-English 服务的 TOD 唯一可用的书籍选择系统的开发目的与识别故事书以提高英语技能不同,并且基于一种难以评估的方法。为了帮助教师选择书籍,我们根据 69 位服务于美国 DHH-English 学龄前儿童和幼儿园儿童的经验丰富的 TOD 的判断,创建了一个经验派生的难度级别系统。我们使用了 14 本故事书,并要求 TOD 将这些书分组,并根据 DHH-英语预读者在大声朗读这些书时理解故事书的难易程度对这些书进行排序。此外,TOD 描述了他们创建的组以及他们为什么将书籍分配到组中。我们在内容分析中使用这些描述来推导出书籍特征的词汇表。最后,我们使用多变量技术分析了这些结果,该技术同时分析了词汇表和排名数据,以创建难度级别的量表并识别示例书籍。图书选择系统包括一个两层词汇表、一个六点难度级别的量表和每个量表级别的示例书籍。
更新日期:2019-02-06
down
wechat
bug