Literaturnachweis - Detailanzeige
| Autor/in | Paul, Peter V. |
|---|---|
| Titel | Deaf Children's Comprehension of Multimeaning Words: Research and Implications. |
| Quelle | (1987), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Context Clues; Deafness; Decoding (Reading); Elementary Education; Reading Comprehension; Reading Processes; Semantics; Teaching Methods; Vocabulary Development; Vocabulary Skills |
| Abstract | Although knowledge of multimeaning words is important for reading comprehension, deaf readers may know only the most common meanings or nuances of high-frequency multimeaning words. Results of a study are reported in which 33 profoundly hearing impaired students stratified into three equal age groups (ages 10, 11, and 12) were administered a 60-item pictorial, multimeaning vocabulary test. Each item contained one target word and five possible responses in the form of contextual illustrations. Results indicated that knowing two meanings proved significantly more difficult than knowing one meaning of the same words. Selecting more than one meaning was not influenced by age, suggesting that deaf students may lack not only an in-depth knowledge of words, but also the ability to use available context clues in deriving word meanings. To enrich vocabulary development, a three-step plan for teaching multimeaning words is described: (1) activate and enrich the students' prior knowledge; (2) develop activities that give students practice in applying newly learned word knowledge; (3) provide opportunities for reading familiar and new words in a wide variety of natural, meaningful contexts. Sample activities are provided to illustrate each step. (JW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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