Toscano Rose Marie, McKee Barbara, Lepoutre Dominique
Center for Baccalaureate and Graduate Studies, National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY, USA.
Am Ann Deaf. 2002 Mar;147(1):5-23. doi: 10.1353/aad.2012.0184.
The study identified social, educational, and demographic characteristics of deaf postsecondary students who demonstrated strong reading and writing skills. Questionnaire information, information from institutional databases, and in-depth personal interviews were used to identify factors and characteristics that positively influenced the attainment of strong academic literacy skills. Among the areas investigated were school experiences, reading and writing experiences, study habits and attitudes, communication preferences, personality traits, and home and family background. Results of the study generally support previous work conducted with talented hearing youth. Several primary themes emerged from the study: heavy parental involvement in early education and educational decisions, differing modes of communication but extensive family communication, early exposure to and intensive experiences with reading and writing, an enjoyment of reading, a relatively limited social life, high parental and secondary school expectations, the importance of television, and positive self-image.
该研究确定了具备较强读写能力的聋人高等院校学生的社会、教育和人口统计学特征。通过问卷调查信息、机构数据库信息以及深入的个人访谈，来确定对获得较强学术素养技能有积极影响的因素和特征。调查的领域包括学校经历、读写经历、学习习惯和态度、沟通偏好、性格特点以及家庭背景。该研究结果总体上支持了之前针对有天赋的听力正常青少年所开展的研究。该研究出现了几个主要主题：父母在早期教育和教育决策中深度参与、沟通方式各异但家庭沟通广泛、早期接触读写并进行大量读写实践、喜爱阅读、社交生活相对有限、父母和中学期望较高、电视的重要性以及积极的自我形象。
