MULTIMEDIA STORYBOOKS: SUPPORTING VOCABULARY FOR STUDENTS WHO ARE DEAF/HARD-OF-HEARING

被引：0
|
作者：
Donne, Vicki [1 ]
Briley, Margaret L. [2 ]
机构：
[1] Robert Morris Univ, Moon, PA 15108 USA
[2] Youngstown State Univ, Youngstown, OH USA
来源：
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION | 2015年 / 30卷 / 02期
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D O I：
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中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
A single case study examined the use of multimedia storybooks on the vocabulary acquisition of 7 preschool students who are deaf/hard of hearing in two classrooms at a school for the deaf in the U.S. Participants also included 3 speech-language pathologists. Students spent an average of 7.1 minutes daily working with the multimedia storybooks and results indicated that the average vocabulary words independently identified correctly in isolation and in the context of sentences doubled over the course of the study (5 weeks). Differentiated instruction was provided through the use of three levels of storybooks and 6 of the students benefited from this differentiated instruction. Results indicated that increased vocabulary development may be supported by the use of multimedia storybooks.
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页码：94 / 106
页数：13
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