Enhancing Deaf Students' Learning from Sign Language and Text: Metacognition, Modality, and the Effectiveness of Content Scaffolding
Enhancing Deaf Students' Learning from Sign Language and Text: Metacognition, Modality, and the Effectiveness of Content Scaffolding
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DOI：
10.1093/deafed/enq036
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发表时间：
2011-12-01
影响因子：
2
通讯作者：
Rizzolo, Kathleen
中科院分区：
文献类型：
--
作者：
Borgna, Georgianna;Convertino, Carol;Rizzolo, Kathleen
四个实验，每一个建立在以前的结果，探讨了几种操作对学习和元认知判断的准确性聋人和听力障碍（DHH）学生的影响。实验1研究学习和元认知准确性从课堂讲座有或没有事先脚手架的形式描述的要点和概念。实验2比较了脚手架的好处，当材料被阅读时，它被作为一个讲座签署DHH的学生和听力学生发言。实验3比较了以要点与词汇的形式提供的脚手架，实验4研究了材料熟悉度和学习与测试之间的延迟的影响。结果表明，虽然所有的学生都倾向于高估自己的表现，听力学生学到更多，更准确地在他们的元认知判断比DHH的学生。内容熟悉度提高了DHH和听力学生的元认知判断的准确性，但延迟操作仅对听力学生有效。与最近的其他研究结果一致，DHH的学生从阅读中学到的东西和他们从签名指导中学到的一样多。DHH和听力学生之间的差异可能表明，DHH的学生在学术相关技能的听力学生偶然获得明确的指令的需要。
Four experiments, each building on the results of the previous ones, explored the effects of several manipulations on learning and the accuracy of metacognitive judgments among deaf and hard-of-hearing (DHH) students. Experiment 1 examined learning and metacognitive accuracy from classroom lectures with or without prior scaffolding in the form of a description of main points and concepts. Experiment 2 compared the benefits of scaffolding when material was read versus when it was presented as a lecture signed for DHH students and spoken for hearing students. Experiment 3 compared scaffolding provided in the form of main points versus vocabulary, and Experiment 4 examined effects of material familiarity and a delay between study and test. Results indicated that although all students had a tendency to overestimate their performance, hearing students learned more and were more accurate in their metacognitive judgments than DHH students. Content familiarity improved the accuracy of metacognitive judgments by both DHH and hearing students, but the delay manipulation was effective only for hearing students. Consistent with other recent findings, DHH students learned as much from reading as they did from signed instruction. Differences between DHH and hearing students may indicate the need for explicit instruction for DHH students in academically relevant skills acquired incidentally by hearing students.