检索练习对 DHH 儿童词汇学习的影响。

IF 1.7 3区 教育学 Q2 EDUCATION, SPECIAL Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI:10.1093/deafed/enae005
Casey K Reimer, Heather Grantham, Andrew C Butler
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引用次数: 0

摘要

平均而言,聋人和重听儿童(DHH)在发展与听力同龄人相当的表达性口语词汇方面存在困难。然而,目前还没有循证实践来指导聋人教师的课堂教学。检索练习--一种强有力的学习策略--已被证明可以提高儿童对词汇的记忆,但尚未对使用听力和口语的 DHH 儿童进行过调查。本研究探讨了 DHH 儿童是否能从使用检索练习学习新词汇中获益。16 名 DHH 儿童(年龄在 5.0-8.11 岁之间)通过检索练习或重复接触的方式学习了一组新词汇。两天后进行回忆测试。结果显示,DHH 儿童回忆起通过检索练习教过的单词的可能性是通过接触教过的单词的两倍(OR = 2.01,p = .02)。附加诊断和练习次数也是预测词汇学习的重要因素。
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The effect of retrieval practice on vocabulary learning for DHH children.

On average, deaf and hard-of-hearing (DHH) children have difficulty developing expressive spoken vocabulary comparable to hearing peers. Yet, there are no evidence-based practices to guide classroom instruction for teachers of the deaf. Retrieval practice-a robust learning strategy-has been shown to improve children's retention of vocabulary, but it has not been investigated with DHH children who use listening and spoken language. The present study examined whether DHH children benefit from using retrieval practice to learn new vocabulary. Sixteen DHH children (in the age range of 5.0-8.11 years) were taught a set of new vocabulary words using retrieval practice or repeated exposure. A recall test was administered two days later. Results showed that DHH children were twice as likely to recall a word taught through retrieval practice than exposure (OR = 2.01, p = .02). Presence of an additional diagnosis and number of practice trials were also significant predicting factors of vocabulary learning.

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来源期刊
CiteScore
3.40
自引率
10.00%
发文量
40
期刊介绍: The Journal of Deaf Studies and Deaf Education is a peer-reviewed scholarly journal integrating and coordinating basic and applied research relating to individuals who are deaf, including cultural, developmental, linguistic, and educational topics. JDSDE addresses issues of current and future concern to allied fields, encouraging interdisciplinary discussion. The journal promises a forum that is timely, of high quality, and accessible to researchers, educators, and lay audiences. Instructions for contributors appear at the back of each issue.
期刊最新文献
DHH and L2 college students' knowledge of English resultatives and depictives. Challenging the "norm": a critical look at deaf-hearing comparison studies in research. "I Learned as I Went": an online distance education case study. It all made sense: ASL-first approach in classroom practice. A comparative study of how teachers communicate in deaf education classrooms.
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