Mander R, Wilton K M, Townsend M A, Thomson P
Stanford University, California, USA.
Br J Educ Psychol. 1995 Dec;65 ( Pt 4):441-53. doi: 10.1111/j.2044-8279.1995.tb01164.x.
This study was concerned with the effectiveness of word processing as a written language intervention for primary-age deaf children. Subjects were 14 children in two primary school deaf-unit classes matched in terms of age, gender, and degree of hearing loss. A quasi-experimental design incorporating multiple-group baselines with pre- and post-tests enable all subjects to receive the intervention while maintaining experimental control. Samples of children's written language were collected at the end of each phase in the study. Experienced teachers of deaf children rated five dimensions of the quality of the written language samples, while a speech and language therapist judged other linguistic qualities of the writing. Significant improvements in quality ratings over the course of the study indicated that the word processing intervention had led to improvements in the children's written language skills. These results confirm the effectiveness of word processing as an adjunct to the process writing approach to written language instruction for deaf children.
本研究关注文字处理作为对小学阶段失聪儿童书面语言的一种干预手段的有效性。研究对象是两所小学聋生班的14名儿童，这些儿童在年龄、性别和听力损失程度方面相匹配。一种采用多组基线并进行前后测试的准实验设计，使得所有受试者在保持实验控制的同时都能接受干预。在研究的每个阶段结束时收集儿童书面语言样本。有经验的聋童教师对书面语言样本质量的五个维度进行评分，而一名言语治疗师则对写作的其他语言质量进行评判。在研究过程中质量评分的显著提高表明，文字处理干预已使儿童的书面语言技能得到提高。这些结果证实了文字处理作为聋童书面语言教学过程写作方法辅助手段的有效性。
