Multimedia Vocabulary Program for the Hearing Impaired

聋人和听力困难学生的典型低成绩 在阅读、理解和语言中的作用是有据可查的。这种低 成绩导致严重的学术问题，如科学和 历史造成这种糟糕表现的一个主要原因是聋哑学生 通常英语词汇量有限且不足。尽管多种 教学方法已被证明能产生显著词汇增长 对于听力正常的学生，几乎没有努力将这些方法扩展到 为满足特殊需要而设计的全面、系统的课程 聋哑学生。该项目将整合这些证明有效的方法 以研究为基础的课程设计程序和最新进展， 交互式多媒体技术开发有效的教学程序 向聋哑学生和听力困难的学生传授词汇。在第一阶段， 词汇课采用图形，动画，屏幕上的签名，电影 并将编写和评估文本。原型课程的功效 将与初中和高中学生进行评估， 英语/美国手语（ASL）能力。如果第一阶段的课程 在第二阶段，我们将开发一个为期两年的 课程，并在随机对照试验中测试其疗效。 拟定商业应用： 这个项目将导致生产一个2年的多媒体教学计划 为聋人和听力正常的中学生提供词汇。它 将吸引州，地区和当地的聋人和听力困难的学校 此外，还向聋哑学生以及培训聋哑教师的机构提供援助。

The typically low performance of deaf and hard-of-hearing students in reading, comprehension, and language is well documented. This low performance results in severe academic problems in areas such as science and history. One central cause of this poor performance is that deaf students usually have limited and inadequate English vocabularies. While a variety of instruction methods have been shown to produce significant vocabulary growth with hearing students, little effort has been made to extend these methods into comprehensive, systematic curricula that are designed to meet the special needs of deaf students. This project will integrate such proven-effective methods with research-based curriculum design procedures and recent advances in interactive multimedia technology to develop an efficacious program to teach vocabulary to deaf and hard-of-hearing students. In Phase I, 20 multimedia vocabulary lessons employing graphics, animations, on-screen signing, movies and text will be produced and evaluated. The efficacy of the prototype lessons will be evaluated with both middle school and high school students having a range of English/American Sign Language (ASL) abilities. If the Phase I lessons are found effective, in Phase II we will developed an entire two-year curriculum and test its efficacy in a randomized control trial. PROPOSED COMMERCIAL APPLICATION: This project will lead to the production of a 2 year multimedia program for teaching vocabulary to deaf and head-of-hearing middle school and high school students. It will be attractive to state, regional, and local schools with deaf and hard-of-hearing students, as well as to institutions which train teachers of the deaf.