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首页> 外文期刊>American Annals of the Deaf >CONTRIBUTIONS OF THE EMERGENT LITERACY ENVIRONMENT TO LITERACY OUTCOMES FOR YOUNG CHILDREN WHO ARE DEAF
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CONTRIBUTIONS OF THE EMERGENT LITERACY ENVIRONMENT TO LITERACY OUTCOMES FOR YOUNG CHILDREN WHO ARE DEAF

机译：聋哑儿童的紧急识字环境对他们语言能力的贡献

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摘要

SPECIFIC CHARACTERISTICS of early literacy environments support hearing children's emergent literacy. The researchers investigated these characteristics' role in emergent literacy in young deaf and hard of hearing (DHH) children, using the Early Language and Literacy Classroom Observation (ELLCO; M. W. Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002). Eighteen self-contained classrooms of preschool, kindergarten, and first-grade DHH children (N = 40) were studied. Hierarchical linear analysis was used to examine study participants' classroom environment and growth in emergent literacy skills. Correlations suggested that classroom environment was more closely related to vocabulary and phonological awareness in DHH children than in typically hearing children. Major differences among classrooms were also indicated. However, growth in children's skills did not correlate strongly with attributes captured by the ELLCO. This suggests that classrooms promoting emergent literacy skills acquisition in DHH children may differ from classrooms of typically developing hearing children. [PUBLICATION ABSTRACT]
机译：早期识字环境的特殊特征有助于听力儿童的新兴识字能力。研究人员使用早期语言和识字教室观察（ELLCO； M。W. Smith，Dickinson，Sangeorge和Anastasopoulos，2002年）调查了这些特征在年轻的聋哑和重听儿童（DHH）儿童的新兴识字中的作用。研究了18个自给自足的学前班，幼儿园和一年级DHH儿童教室（N = 40）。分层线性分析用于检查研究参与者的课堂环境和紧急识字能力的增长。相关性表明，与普通听力儿童相比，DHH儿童的课堂环境与词汇和语音意识更紧密相关。还指出了教室之间的主要差异。但是，儿童技能的提高与ELLCO所掌握的属性并没有密切相关。这表明促进DHH儿童掌握紧急识字技能的教室可能与通常发育的听力儿童教室有所不同。 [出版物摘要]

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    《American Annals of the Deaf》 |2010年第4期|p.467-480|共14页
  • 作者

    Susan R Easterbrooks Amy R Lederberg Carol M Connor;

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    SUSAN R. EASTERBROOKS, AMY R. LEDERBERG, AND CAROL M. CONNOREASTERBROOKS AND LEDERBERG ARE PROFESSORS OF EDUCATIONAL PSYCHOLOGY AND SPECIAL EDUCATION, COLLEGE OF EDUCATION, GEORGIA STATE UNIVERSITY, ATLANTA. CONNOR IS AN ASSISTANT PROFESSOR, COLLEGE OF EDUCATION, FLORIDA STATE UNIVERSITY, AND IS A MEMBER OF THE RESEARCH FACULTY, FLORIDA CENTER FOR READING RESEARCH, TALLAHASSEE.;

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