Silvestri Julia A, Wang Ye
Am Ann Deaf. 2018;162(5):419-444. doi: 10.1353/aad.2018.0002.
The purpose of the study was to uncover and describe psycholinguistic and sociocognitive factors facilitating effective reading by signing adults who are profoundly deaf and do not use hearing technology. The sample comprised four groups, each consisting of 15 adults, for a total of 60 participants. The four groups were deaf high-achieving, deaf low-achieving, hearing high-achieving, and hearing low-achieving. Measurements included a language background interview and think-aloud reading discussion. Through the lens of a grounded theory approach, the conditions that facilitate effective reading were uncovered-by coding and categorizing themes, relating the codes and categories, and determining a central theme. It was found that there are similarities and differences in how deaf and hearing people process phonological codes and conceptualize language, and that access to varied instructional strategies and meaningful language experiences is an overarching theme in effective reading.
该研究的目的是揭示和描述心理语言学和社会认知因素，这些因素有助于深度失聪且不使用听力技术的成年手语使用者进行有效的阅读。样本包括四组，每组由15名成年人组成，共有60名参与者。这四组分别是高成就聋人组、低成就聋人组、高成就听力正常组和低成就听力正常组。测量方法包括语言背景访谈和出声思考阅读讨论。通过扎根理论方法，通过对主题进行编码和分类、关联代码和类别以及确定中心主题，揭示了有助于有效阅读的条件。研究发现，聋人和听力正常的人在处理语音代码和概念化语言的方式上存在异同，并且获得各种教学策略和有意义的语言体验是有效阅读的一个首要主题。
