Trezek Beverly J, Wang Ye, Woods Denyse G, Gampp Terri L, Paul Peter V
DePaul University, 2320 North Kenmore Avenue, Chicago, IL 60614, USA.
J Deaf Stud Deaf Educ. 2007 Summer;12(3):373-84. doi: 10.1093/deafed/enm014. Epub 2007 May 21.
The purpose of the current study is to expand upon the effectiveness of using Visual Phonics in conjunction with Direct Instruction reading programs (B. J. Trezek & K. W. Malmgren, 2005; B. J. Trezek & Y. Wang, 2006) and to explore the results of utilizing Visual Phonics to supplement another phonics-based reading curriculum for students who are deaf or hard of hearing. Twenty students with various degrees of hearing loss in kindergarten and first grade as well as 4 teachers participated in the study. Results of the investigation reveal that, given 1 year of instruction from a phonics-based reading curriculum supplemented by Visual Phonics, kindergarten and first-grade students who are deaf or hard of hearing can demonstrate statistically significant improvements in beginning reading skills as measured by standardized assessments.
本研究的目的是进一步拓展将视觉语音法与直接教学阅读计划相结合的有效性（B. J. 特雷泽克和K. W. 马尔姆格伦，2005年；B. J. 特雷泽克和Y. 王，2006年），并探索利用视觉语音法为失聪或听力有障碍的学生补充另一套基于语音的阅读课程的效果。20名幼儿园和一年级不同程度听力损失的学生以及4名教师参与了该研究。调查结果显示，在接受了由视觉语音法补充的基于语音的阅读课程一年的教学后，失聪或听力有障碍的幼儿园和一年级学生在标准化评估所衡量的初级阅读技能方面有统计学上的显著提高。
