American Sign Language and Academic English: Factors Influencing the Reading of Bilingual Secondary School Deaf and Hard of Hearing Students.
American Sign Language and Academic English: Factors Influencing the Reading of Bilingual Secondary School Deaf and Hard of Hearing Students.
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美国手语和学术英语：影响双语中学聋哑学生阅读的因素。
DOI：
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发表时间：
2017
影响因子：
2
通讯作者：
R. Hoffmeister
中科院分区：
文献类型：
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作者：
Jessica A. Scott;R. Hoffmeister
多年来，研究人员一直试图了解聋哑和听力障碍（DHH）学生的阅读发展。在前人对听力障碍学生和听力障碍学生的研究的指导下，本研究探讨了在美国手语/英语双语学校就读的听力障碍中学生，学术英语水平与美国手语水平一起是阅读理解的重要预测因子。通过线性回归，我们发现学术英语知识和单词阅读流畅性对预测被试的阅读理解得分有显著的交互作用。然而，在样本中，美国手语仍然是阅读理解的最强和最一致的预测指标。研究结果支持一个模型，即社会人口因素、美国手语熟练程度和单词阅读流畅性是中学DHH学生阅读理解的主要预测因素。
For many years, researchers have sought to understand the reading development of deaf and hard of hearing (DHH) students. Guided by prior research on DHH and hearing students, in this study we investigate the hypothesis that for secondary school DHH students enrolled in American Sign Language (ASL)/English bilingual schools for the deaf, academic English proficiency would be a significant predictor of reading comprehension alongside ASL proficiency. Using linear regression, we found statistically significant interaction effects between academic English knowledge and word reading fluency in predicting the reading comprehension scores of the participants. However, ASL remained the strongest and most consistent predictor of reading comprehension within the sample. Findings support a model in which socio-demographic factors, ASL proficiency, and word reading fluency are primary predictors of reading comprehension for secondary DHH students.
影响因子：
4.6
作者：
Schick, Brenda;de Villiers, Peter;Hoffmeister, Robert
通讯作者：
Hoffmeister, Robert