Vocabulary and Grammar Differences Between Deaf and Hearing Students
Vocabulary and Grammar Differences Between Deaf and Hearing Students
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聋哑学生和听力正常学生之间的词汇和语法差异
DOI：
10.1093/deafed/enw055
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Tomoyasu Nakamura
中科院分区：
文献类型：
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作者：
Noboru Takahashi;Yukio Isaka;Toshikazu Yamamoto;Tomoyasu Nakamura
本研究调查了日本聋哑(DHH)儿童识字技能的发展情况。根据作者发展的项目反应理论，采用语言能力适应性测验(ATLAN)的分测验对识字能力的三个组成部分词汇、正字法知识和语法知识进行了评估。研究一包括207名听力障碍儿童(一年级到十二年级)和425名听力儿童(一年级到六年级)。研究结果表明，听力障碍儿童的词汇变异有80%以上是由另外两种成分技能解释的，但三种任务的难度不同。更具体地说，他们的词汇，特别是语法落后于听力正常的儿童，而两组学生之间的差异较小。onkanji是在学校教授的日语三种正字法之一。尽管有相当大的延迟，但他们在语法上的反应模式与从标准数据预测的相似。普遍讨论了对DHH儿童识字技能的有效指导。
The present study investigated the development of literacy skills of deaf and hard-of-hearing (DHH) children in Japan. The three components of literacy, vocabulary, orthographic knowledge, and grammatical knowledge were assessed by using the subtests of the Adaptive Tests for Language Abilities (ATLAN), based on the item response theory developed by the authors). The participants consisted of 207 DHH children (first through twelfth grades) in Study 1, and 425 hearing children (first through sixth grades) in Study 2. The findings show that more than 80% of DHH children's vocabulary variance was explained by the other two componential skills, while the three tasks’ difficulty was different. More specifically, their vocabulary and especially, their grammar lagged behind those of hearing children, whereas the difference between the two groups onkanji(one of the three orthographic systems in Japanese taught during the school years) was less. Although considerably delayed, their pattern of responses in grammar was similar to that predicted from normative data. Effective instruction for DHH children's literacy skills was generally discussed.