Crume Peter K
Department of Educational Psychology and Special Education, Georgia State University, P.O. Box 3979, Atlanta, GA 30302-3079.
J Deaf Stud Deaf Educ. 2013 Oct;18(4):464-88. doi: 10.1093/deafed/ent023. Epub 2013 May 15.
The National Reading Panel emphasizes that spoken language phonological awareness (PA) developed at home and school can lead to improvements in reading performance in young children. However, research indicates that many deaf children are good readers even though they have limited spoken language PA. Is it possible that some deaf students benefit from teachers who promote sign language PA instead? The purpose of this qualitative study is to examine teachers' beliefs and instructional practices related to sign language PA. A thematic analysis is conducted on 10 participant interviews at an ASL/English bilingual school for the deaf to understand their views and instructional practices. The findings reveal that the participants had strong beliefs in developing students' structural knowledge of signs and used a variety of instructional strategies to build students' knowledge of sign structures in order to promote their language and literacy skills.
国家阅读小组强调，在家庭和学校培养的口语语音意识（PA）能够提高幼儿的阅读能力。然而，研究表明，许多聋儿尽管口语语音意识有限，但仍是优秀的阅读者。那么，是否有些聋生受益于推广手语语音意识的教师呢？这项定性研究的目的是考察教师与手语语音意识相关的信念和教学实践。对一所聋哑人ASL/英语双语学校的10名参与者访谈进行了主题分析，以了解他们的观点和教学实践。研究结果显示，参与者坚信培养学生对手语结构的知识，并采用多种教学策略来构建学生的手语结构知识，以提高他们的语言和读写能力。
