Improving Cognitive Skills of Hearing-Impaired College Students. Final Report.

Autor/in	Martin, David S.
Institution	Gallaudet Univ., Washington, DC.
Titel	Improving Cognitive Skills of Hearing-Impaired College Students. Final Report.
Quelle	(1987), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classification; Cognitive Processes; College Students; Deafness; Hearing Impairments; Higher Education; Instructional Effectiveness; Intervention; Logic; Organization; Program Implementation; Sequential Approach; Skill Development; Teaching Methods; Time Perspective + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Cognitive process; Kognitiver Prozess; Collegestudent; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Logik; Organisation; Organisationsstruktur; Schrittfolge; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitbezug
Abstract	Ninety-one hearing-impaired students entering Gallaudet University received systematic cognitive instruction focusing on specific generalizable skills, in the contexts of their regular college classes. The students were given practice in skills of organization, comparisons, analysis, classification, following instructions, temporal relationships, sequencing, and logic, using a program called "Instrumental Enrichment." Pretest-posttest procedures for the experimental subjects and 91 control students indicated that the instruction produced significant improvement on Raven's Matrices and on the Reading Comprehension, Math Concepts, and Math Computation sections of the Stanford Achievement Test--Hearing-Impaired. No significant improvement was found on a writing sample, a University reading test, and a self-administered survey of the ways in which students saw themselves as thinkers. A formative evaluation of the project showed that administrative problems existed in conducting this type of intervention in a collegiate environment, but also showed some additional benefits of the cognitive instruction: students began to demand more elaboration, to become more careful in checking for error in their work, and to ask for verification from each other on points made during classroom discussion. Recommendations for expansion of the cognitive skills instruction program and recommendations for researchers are offered. (Author/JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC