Holmer Emil, Heimann Mikael, Rudner Mary
Linköping University.
J Deaf Stud Deaf Educ. 2017 Oct 1;22(4):404-421. doi: 10.1093/deafed/enx023.
Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language. Reading skills were assessed at five occasions and the intervention was implemented in a cross-over design. Results indicated that reading skills improved over time and that development of word reading was predicted by the ability to imitate unfamiliar lexical signs, but there was only weak evidence that it was supported by the intervention. These results demonstrate for the first time a longitudinal link between sign-based abilities and word reading in DHH signing children who are learning to read. We suggest that the active construction of novel lexical forms may be a supramodal mechanism underlying word reading development.
加强手语与书面语言之间的联系可能会提高失聪及重听（DHH）的手语儿童的阅读技能。本研究的主要目的是调查基于计算机的手语识字训练是否能提高正在学习阅读的DHH手语儿童的阅读技能。此外，还研究了手语技能与阅读技能发展之间的纵向关联。参与者从瑞典国立DHH儿童特殊学校招募，这些学校的学生同时接受手语和口语教学。在五个时间点评估阅读技能，并采用交叉设计实施干预。结果表明，阅读技能随时间提高，模仿不熟悉词汇手语的能力可预测单词阅读的发展，但仅有微弱证据表明干预对此有促进作用。这些结果首次证明了正在学习阅读的DHH手语儿童基于手语的能力与单词阅读之间的纵向联系。我们认为，新颖词汇形式的积极构建可能是单词阅读发展的一种超模态机制。
