Hyde Merv, Zevenbergen Robyn, Power Des
Centre for Deafness Studies and Research, Faculty of Education, Griffith University, Gold Coast Campus, Gold Coast, Australia.
Am Ann Deaf. 2003 Spring;148(1):56-64. doi: 10.1353/aad.2003.0003.
There has been limited research into the intersection of language and arithmetic performance of students who are deaf or hard of hearing, although previous research has shown that many of these students are delayed in both language acquisition and arithmetic performance. The researchers examined the performance on arithmetic word problems of deaf and hard of hearing students in the South-East Queensland region of Australia; they also examined these students' problem-solving strategies. It was found that performance on word problems was similar for deaf and hearing students, but that deaf students experienced delays in achieving successful performance on word problems relative to their hearing peers. The results confirm the findings of other studies showing that students who are deaf or hard of hearing experience delayed language acquisition, which affects their capacity to solve arithmetic word problems. The study conclusions stress the need for greater use of direct teaching of analytic and strategic approaches to arithmetic word problems.
对于失聪或听力有障碍学生的语言能力与算术成绩之间的交叉研究有限，尽管先前的研究表明，这些学生中的许多人在语言习得和算术成绩方面都有所延迟。研究人员考察了澳大利亚昆士兰州东南部地区失聪及听力有障碍学生在算术应用题上的表现；他们还考察了这些学生的解题策略。结果发现，失聪学生和听力正常学生在应用题上的表现相似，但相对于听力正常的同龄人，失聪学生在成功解答应用题方面存在延迟。这些结果证实了其他研究的发现，即失聪或听力有障碍的学生语言习得延迟，这影响了他们解决算术应用题的能力。研究结论强调，需要更多地直接教授分析和策略性方法来解决算术应用题。
