Nikolaraizi Magda, Vekiri Ioanna, Easterbrooks Susan R
Department of Special Education, University of Thessaly, Volos, Greece.
Am Ann Deaf. 2013 Winter;157(5):458-73. doi: 10.1353/aad.2013.0007.
A mixed research design was used to examine how deaf students used the visual resources of a multimedia software package that was designed to support reading comprehension. The viewing behavior of 8 deaf students, ages 8-12 years, was recorded during their interaction with multimedia software that included narrative texts enriched with Greek Sign Language videos, pictures, and concept maps. Also, students' reading comprehension was assessed through reading comprehension questions and retelling. Analysis of the students' viewing behavior data, their answers to reading comprehension questions, their "think alouds," and their story retells indicated that they used visual resources, but they did not exploit them in a strategic manner to aid their reading comprehension. The study underscores the important role of mediated instruction in "visual literacy" skills that enable students to learn how to process visual aids in a way that supports their reading comprehension.
采用混合研究设计来考察聋生如何使用一个旨在支持阅读理解的多媒体软件包的视觉资源。记录了8名年龄在8至12岁的聋生在与多媒体软件互动过程中的观看行为，该软件包括配有希腊手语视频、图片和概念图的叙述性文本。此外，通过阅读理解问题和复述来评估学生的阅读理解能力。对学生观看行为数据、他们对阅读理解问题的回答、他们的“出声思考”以及他们的故事复述进行分析后发现，他们使用了视觉资源，但没有以一种策略性的方式利用这些资源来辅助他们的阅读理解。该研究强调了中介教学在“视觉素养”技能中的重要作用，这些技能能使学生学会如何以支持阅读理解的方式处理视觉辅助工具。
