Beal-Alvarez Jennifer S, Lederberg Amy R, Easterbrooks Susan R
Georgia State University, Atlanta, GA 30302-3979, USA.
J Deaf Stud Deaf Educ. 2012 Winter;17(1):39-60. doi: 10.1093/deafed/enr030. Epub 2011 Jul 1.
We examined acquisition of grapheme-phoneme correspondences by 4 deaf and hard-of-hearing preschoolers using instruction from a curriculum designed specifically for this population supplemented by Visual Phonics. Learning was documented through a multiple baseline across content design as well as descriptive analyses. Preschoolers who used sign language and had average to low-average receptive vocabulary skills and varied speech perception skills acquired all correspondences after instruction. They were also able to use that knowledge while reading words. On a posttest, the children were able to decode graphemes into corresponding phonemes and identified about half of the words that were included during instruction. However, they did not identify any novel words. Descriptive analyses suggest that the children used Visual Phonics as an effective mnemonic device to recall correspondences and that deaf and hard-of-hearing preschoolers, even those with no speech perception abilities, benefited from explicit instruction in the grapheme-phoneme relationship using multimodality support.
我们对4名失聪和听力有障碍的学龄前儿童学习音素-音位对应关系的情况进行了研究，他们使用了专门为该群体设计的课程指导，并辅以视觉语音法。通过跨内容设计的多重基线以及描述性分析记录学习情况。使用手语、接受性词汇技能平均到低于平均水平且言语感知技能各异的学龄前儿童在接受指导后掌握了所有对应关系。他们在阅读单词时也能够运用这些知识。在一项后测中，孩子们能够将音素解码为相应的音位，并识别出指导过程中包含的大约一半单词。然而，他们没有识别出任何新单词。描述性分析表明，孩子们将视觉语音法用作一种有效的记忆工具来回忆对应关系，并且失聪和听力有障碍的学龄前儿童，即使是那些没有言语感知能力的儿童，也能从使用多模态支持的音素-音位关系的明确指导中受益。
