Golos Debbie B, Moses Annie M
Am Ann Deaf. 2013 Fall;158(4):411-25. doi: 10.1353/aad.2013.0039.
With the increase in research on multiliteracies comes greater interest in exploring multiple pathways of learning for deaf children. Educational media have been increasingly examined as a tool for facilitating the development of deaf children's language and literacy skills. The authors investigated whether preschool deaf children (N = 31) acquired targeted American Sign Language and literacy skills after viewing one video from an educational video series in ASL. Descriptive statistics were gathered and a split-plot ANOVA was conducted to determine whether targeted literacy scores increased from pretest to posttest and whether scores varied by baseline ASL skills. A significant improvement was found in the skills targeted in the video, which occurred regardless of the level of baseline ASL skills. The findings support the claim that learning ASL and literacy skills through educational media may benefit deaf children with varied levels of exposure to ASL.
随着对多元读写能力研究的增加，人们对探索聋儿多种学习途径的兴趣也日益浓厚。教育媒体作为促进聋儿语言和读写能力发展的工具，受到了越来越多的研究。作者调查了31名学龄前聋儿在观看了美国手语教育视频系列中的一个视频后，是否获得了目标美国手语和读写能力。收集了描述性统计数据，并进行了裂区方差分析，以确定目标读写分数从预测试到后测试是否有所提高，以及分数是否因基线美国手语技能而异。结果发现，视频中目标技能有显著提高，且无论基线美国手语技能水平如何都会出现这种情况。这些发现支持了这样一种观点，即通过教育媒体学习美国手语和读写能力可能会使接触美国手语程度不同的聋儿受益。
