Falk Jodi L, Di Perri Kristin Anderson, Howerton-Fox Amanda, Jezik Carly
Am Ann Deaf. 2020;164(5):592-607. doi: 10.1353/aad.2020.0005.
The effectiveness of a sight word intervention designed for Deaf students was investigated. Thirty students, grades 1-7, in an urban school for the Deaf received an 8-month intervention. A pretest/posttest design using a teacher-designed instrument, the Cumulative Bedrock Literacy Sight Word Assessment, and the Test of Silent Word Reading Fluency (Mather, Hammill, Allen, & Roberts, 2004) assessed increases in the number of sight words students could identify and the rate at which they could identify them. Paired-samples and independent-samples t tests and Pearson product-moment correlations were used to analyze data. Results indicated a significant increase in the number of sight words participants could identify postintervention. Also, younger students increased their sight word vocabularies at a faster rate than older students. No significant differences based on home language or gender were found. The authors make suggestions for further research and program application.
一项为聋生设计的视觉词干预措施的有效性得到了研究。一所城市聋校的30名1至7年级学生接受了为期8个月的干预。采用教师设计的工具《累积基础读写视觉词评估》以及《默读单词流畅性测试》（马瑟、哈米尔、艾伦和罗伯茨，2004年）进行的前测/后测设计，评估了学生能够识别的视觉词数量的增加以及他们识别这些词的速度。使用配对样本和独立样本t检验以及皮尔逊积差相关来分析数据。结果表明，干预后参与者能够识别的视觉词数量显著增加。此外，较年轻的学生增加视觉词词汇量的速度比年长学生更快。未发现基于家庭语言或性别的显著差异。作者对进一步的研究和项目应用提出了建议。
