Golos Debbie B
Department of Communicative Disorders and Deaf Education, Utah State University, Logan, USA.
Am Ann Deaf. 2010 Summer;155(3):360-8. doi: 10.1353/aad.2010.0014.
Over time, children's educational television has successfully modified programming to incorporate research-based strategies to facilitate learning and engagement during viewing. However, research has been limited on whether these same strategies would work with preschool deaf children viewing videos in American Sign Language. In a descriptive study, engagement behaviors of 25 preschool deaf children during multiple viewings of an educational video in ASL were examined. The video incorporated research-based interactive strategies to facilitate engagement while targeting vocabulary through ASL, fingerspelling, and English print. Each of 3 viewing sessions was recorded; videos were transcribed and coded for frequency of children's movements, pointing, fingerspelling, and signing. Behaviors were analyzed for frequency within and across multiple viewings and by level of signing skills. It was found that each of these engagement behaviors occurred frequently throughout viewings and increased across multiple viewings regardless of a child's age or signing skills.
随着时间的推移，儿童教育电视已成功调整节目内容，纳入基于研究的策略，以促进观看过程中的学习和参与度。然而，对于这些相同的策略是否适用于观看美国手语视频的学龄前聋童，相关研究一直有限。在一项描述性研究中，研究人员考察了25名学龄前聋童在多次观看一部美国手语教育视频时的参与行为。该视频纳入了基于研究的互动策略，以促进参与度，同时通过美国手语、手指拼写和英文印刷来教授词汇。3次观看环节均进行了录制；视频被转录，并对儿童的动作、指物、手指拼写和手语的频率进行编码。分析了这些行为在多次观看过程中的频率以及跨观看环节的频率，并按手语技能水平进行分析。结果发现，这些参与行为在整个观看过程中都频繁出现，并且无论儿童的年龄或手语技能如何，在多次观看中都会增加。
