将不同类型的体育活动融入聋哑儿童虚拟快速文字学习教学的效果

IF 1.8 4区 医学 Q1 LINGUISTICS Topics in Language Disorders Pub Date : 2024-04-01 DOI:10.1097/tld.0000000000000338
Krystal L. Werfel, Emily A. Lund
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引用次数: 0

摘要

本研究的目的是比较针对聋儿和重听儿童(DHH)的虚拟快速单词学习教学的三种干预条件:传统、一般体育活动和语义丰富的体育活动。我们的重点是学习新单词的第一步:将单词形式映射到参照物。14 名 DHH 儿童和 14 名典型听力(TH)儿童在每种条件下参加了一个假词学习虚拟课程,并对目标假词的接受和表达知识进行了评估。值得关注的是不同类型的体育活动对快速学习类似词形的影响。在假词的表达方面,组别和条件之间存在交互作用。在一般体育活动条件下,DHH 儿童学会了更多的假词,而在语义丰富的体育活动条件下,TH 儿童学会了更多的假词。组别或条件对接受性学习假词没有影响。通过远程干预,DHH 儿童可以快速将类似词的形式映射到参照物上,而对于 DHH 儿童和 TH 儿童来说,体育活动可能会与词的学习产生不同的相互作用。
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Effects of Integrating Different Types of Physical Activity Into Virtual Rapid Word Learning Instruction for Children Who Are Deaf and Hard of Hearing
The purpose of this study was to compare three intervention conditions in virtual rapid word learning instruction for young children who are deaf and hard of hearing (DHH): traditional, general physical activity, and semantic richness physical activity. We focused on an initial step in learning a new word: mapping a word form to a referent. Fourteen children who are DHH and 14 children with typical hearing (TH) participated in a pseudoword-learning virtual session in each condition, and receptive and expressive knowledge of targeted pseudowords was assessed. Of interest was the impact of different types of physical activity on rapid learning of word-like forms. There was an interaction of group and condition for expressive production of pseudowords. Children who were DHH learned to produce more pseudowords in the general physical activity condition, whereas children with TH learned to produce more pseudowords in the semantic richness physical activity condition. There were no effects of group or condition on receptive learning of pseudowords. Children who are DHH can rapidly map word-like forms to referents via teleintervention, and physical activity may interact with word learning differently for children who are DHH and children with TH.
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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
26
期刊介绍: Topics in Language Disorders (TLD) is a double-blind peer-reviewed topical journal that has dual purposes: (1) to serve as a scholarly resource for researchers and clinicians who share an interest in spoken and written language development and disorders across the lifespan, with a focus on interdisciplinary and international concerns; and (2) to provide relevant information to support theoretically sound, culturally sensitive, research-based clinical practices.
期刊最新文献
Implementing Strategy-Based Instruction for Struggling Writers via Telepractice Effects of Integrating Different Types of Physical Activity Into Virtual Rapid Word Learning Instruction for Children Who Are Deaf and Hard of Hearing Innovations in Language and Literacy for Children and Adolescents With Language Disorders Using Multiliteracies to Target Critical Media Literacy for Adolescents With Language Learning Disabilities Coordinating Multiple Language Levels in Writing
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