Department of Learning Sciences, Georgia State University, Atlanta, GA, USA.
J Deaf Stud Deaf Educ. 2022 Sep 15;27(4):453-467. doi: 10.1093/deafed/enac022.
Despite the fact that children's word reading and spelling skills are crucial for developing text-level comprehension and composition, little is known about what teachers do in classrooms to promote deaf and hard-of-hearing (DHH) students' learning of word reading and spelling. This observational study examined strategies teachers of DHH students used when teaching word reading and spelling to DHH students who used spoken English. One day of language arts instruction in 23 kindergartens through second-grade classrooms was observed. Teachers' word-level instruction was coded. Results indicated that teachers spent substantially more time on word-level instruction during decoding and encoding contexts than they did during text reading and writing contexts. In addition, differences were found in teachers' use of strategies depending on the instructional contexts. Teachers utilized phonological strategies considerably more frequently than any other strategy in their word-level instruction.
尽管儿童的单词阅读和拼写技能对于发展文本层面的理解和作文能力至关重要，但对于教师在课堂上为促进聋儿和重听学生学习单词阅读和拼写所做的工作却知之甚少。本观察性研究考察了英语作为口语使用的聋儿和重听学生的教师在教授单词阅读和拼写时所采用的策略。观察了 23 所幼儿园和 2 年级课堂中的一天语言艺术教学。对教师的单词层面教学进行了编码。结果表明，教师在解码和编码语境中花在单词层面教学上的时间比在文本阅读和写作语境中多得多。此外，根据教学语境的不同，教师在策略的使用上也存在差异。在单词层面的教学中，教师使用语音策略的频率比任何其他策略都高。
