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Autor/inn/en | Falk, Jodi L.; Di Perri, Kristin Anderson; Howerton-Fox, Amanda; Jezik, Carly |
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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 |
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 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 |