Implications of a Sight Word Intervention for Deaf Students

Autor/inn/en	Falk, Jodi L.; Di Perri, Kristin Anderson; Howerton-Fox, Amanda; Jezik, Carly
Titel	Implications of a Sight Word Intervention for Deaf Students
Quelle	In: American Annals of the Deaf, 164 (2020) 5, S.592-607 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Intervention; Program Effectiveness; Students with Disabilities; Deafness; Special Schools; Urban Schools; Children; Literacy; Reading Fluency; Vocabulary Development; Age Differences; Recall (Psychology); Retention (Psychology); Data Use; Decision Making; Professional Development; Elementary Secondary Education; Sight Vocabulary + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gehörlosigkeit; Taubstummheit; Special school; Sonderschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Child; Kind; Kinder; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatzarbeit; Age; Difference; Age difference; Altersunterschied; Abberufung; Merkfähigkeit; Decision-making; Entscheidungsfindung
Abstract	The effectiveness of a sight word intervention designed for Deaf students was investigated. Thirty students, grades 1-7, in an urban school for the Deaf received an 8-month intervention. A pretest/ posttest design using a teacher-designed instrument, the Cumulative Bedrock Literacy Sight Word Assessment, and the Test of Silent Word Reading Fluency (Mather, Hammill, Allen, & Roberts, 2004) assessed increases in the number of sight words students could identify and the rate at which they could identify them. Paired-samples and independent-samples t tests and Pearson product-moment correlations were used to analyze data. Results indicated a significant increase in the number of sight words participants could identify postintervention. Also, younger students increased their sight word vocabularies at a faster rate than older students. No significant differences based on home language or gender were found. The authors make suggestions for further research and program application. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01