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Deaf parents with deaf children and hearing parents with hearing children: A comparison of shared reading experiences.

机译：聋人父母与聋人儿童和听力父母与听力儿童：共享阅读体验的比较。

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摘要

Teaching parents about the value of shared book reading has become a component of intervention for many programs that want to promote early literacy with diverse populations, including families with deaf and hard-of-hearing children. There is evidence that supports the effectiveness of family literacy programs in that participation in shared reading activities is related to growth in areas such as language and early literacy skills. For all children, deaf and hearing alike, there are techniques that are effective when reading books with children. It has been proposed that there are specific techniques that deaf parents with deaf children use to capitalize on their child's reliance on visual rather than primarily auditory cues. These techniques, or indigenous practices, used by deaf parents are believed to provide a foundation for their deaf children that support them as they encounter print in books and as they enter into an academic environment.;The purpose of this study was to specifically examine the indigenous family practice of shared reading between deaf mothers and their deaf children. Using a matched pair design, the study compared these practices to how hearing mothers read with their hearing children. These two groups were selected because there is no language barrier between a deaf mother and her deaf child and a hearing mother and her hearing child. However, one major difference is that the deaf dyads communicated in a language, American Sign Language (ASL), which is different from the written English text. In contrast, the hearing dyads communicated in spoken English, which is structurally identical to the text. A comparison of these two groupings provided insight into what techniques may be similar or different in the shared reading process, and specifically, what techniques deaf parents use to make connections to the English text.;This study examined 20 families in two groups using a matched pair design. There were ten deaf mother/deaf child dyads and ten hearing mother/hearing child dyads. The children were between 3 and 5 years of age and the deaf and hearing children were matched for age. Each dyad was videotaped in their home on at least two occasions. During the first session, they read two unfamiliar books that were provided by the researcher. During the second session, the families read one familiar book (that was introduced as an unfamiliar book in the first session), and one additional unfamiliar book. A coding system that was devised for a pilot study was revised and used to describe the parent reading techniques of the unfamiliar books. An inter-rater reliability check was conducted on 7 minutes of each of the video/transcripts. Analyses included paired-samples t-tests and one-way multivariate analysis of variance (MANOVA) to determine if there were group differences in reading techniques used by the two groups of parents and if there was a difference between the first and second reading of the unfamiliar book. Results showed that deaf and hearing mothers do use different reading techniques when reading with their children and that there is minimal effect of book familiarity. Descriptive analysis showed specifically how deaf mothers make English explicit for their deaf child compared to hearing mothers with hearing children.;There have not been any controlled studies that have examined how deaf mothers read books with their deaf children compared to hearing mothers reading with their hearing children. It is important to learn what, if any, techniques they may use that may be replicated and taught to all parents of deaf children so that they can engage in more effective shared reading activities.
机译：向父母传授共享书本的价值已经成为许多计划的干预措施之一，这些计划希望促进多样化人口的早期识字，包括失聪和有听力障碍的孩子的家庭。有证据支持家庭扫盲计划的有效性，因为参与共享阅读活动与语言和早期识字技能等领域的增长有关。对于所有儿童，无论是聋人还是听力者，都有一些与儿童一起读书时有效的技术。已经提出，聋儿父母和聋儿一起使用一些特定的技术来利用他们的孩子对视觉的依赖，而不是主要的听觉提示。聋人父母使用的这些技术或土著习俗被认为为他们的聋人孩子提供了基础，当他们遇到书本上的印刷品以及进入学术环境时支持他们。本研究的目的是专门研究聋哑母亲与聋哑儿童之间共享阅读的土著家庭习俗。该研究使用配对设计，将这些做法与听力正常的母亲与听力正常的孩子的阅读方式进行了比较。之所以选择这两组，是因为在聋哑母亲和聋哑儿童与听力母亲和聋哑儿童之间没有语言障碍。但是，一个主要区别是聋哑人使用美国手语（ASL）语言进行交流，这不同于书面英语文本。相比之下，听力二元组以口头英语交流，其结构与文本相同。通过对这两个分组的比较，可以了解共享阅读过程中哪些技术可能相似或不同，尤其是聋人父母使用哪些技术与英语文本建立联系。该研究使用匹配的方法研究了两组中的20个家庭对设计。有十个聋哑母/聋子双子和十个听力母/听力子双子。儿童年龄在3至5岁之间，聋人和听力正常的孩子年龄相匹配。每个二元组至少在家中被录制过两次录像。在第一节课中，他们阅读了研究人员提供的两本陌生的书。在第二节课中，这些家庭读了一本熟悉的书（在第一节课中作为一本陌生的书介绍）和另外一本陌生的书。修改了为试点研究设计的编码系统，该编码系统用于描述不熟悉的书籍的家长阅读技术。对每个视频/成绩单的7分钟进行评分者间可靠性检查。分析包括成对样本t检验和单向方差多元分析（MANOVA），以确定两组父母使用的阅读技术是否存在组差异，以及第一组和第二组父母之间的读数之间是否存在差异。陌生的书。结果表明，聋哑和有听力的母亲与孩子一起阅读时确实使用了不同的阅读技术，并且对书籍熟悉程度的影响最小。描述性分析具体显示了聋哑母亲与有听力子女的听力母亲相比如何使聋哑儿童的英语更清晰;;尚无任何对照研究检查聋哑母亲与聋哑儿童读书的方式与有听力的母亲与听力子女的阅读方式相比孩子们。重要的是要了解他们可能使用的，可以复制并教给所有聋哑儿童父母的技术，以便他们可以开展更有效的共享阅读活动。

著录项

  • 作者

    Berke, Michele G.;

  • 作者单位

    University of Colorado at Boulder.;

  • 授予单位 University of Colorado at Boulder.;
  • 学科 Sociology Individual and Family Studies.;Language General.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 144 p.
  • 总页数 144
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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