Ewoldt C, Israelite N, Dodds R
Faculty of Education, York University, Ontario, Canada.
Am Ann Deaf. 1992 Oct;137(4):351-61. doi: 10.1353/aad.2012.0493.
Sixteen deaf high school students and nine of their teachers, two deaf and seven hearing, were interviewed for their perceptions of the interest and difficulty of three types of text. Students read and retold the texts and reported on their use of metacognitive strategies and comprehension monitoring and assessment. In this paper, we compare the perceptions of the teachers and students. The teachers in this study underestimated the extent to which their students could comprehend independently, often based on insubstantial evidence. The text perceived to be most difficult by both teachers and students was also considered the most interesting to students, but not to teachers. This text also fostered the greatest use of a variety of metacognitive strategies, suggesting that difficult materials should not be avoided or simplified for deaf students.
我们采访了16名失聪高中生及其9名教师（其中2名失聪教师和7名听力正常教师），了解他们对三种文本的趣味性和难度的看法。学生阅读并复述这些文本，并汇报他们使用元认知策略以及理解监控与评估的情况。在本文中，我们比较了教师和学生的看法。本研究中的教师常常基于不充分的证据，低估了他们的学生能够独立理解的程度。教师和学生都认为最难的文本，对学生来说也是最有趣的，但对教师并非如此。这篇文本还促使学生最大程度地运用了各种元认知策略，这表明对于失聪学生而言，不应回避或简化难度较大的材料。
