Journal of Deaf Studies and Deaf Education Advance Access originally published online on August 26, 2008
The Journal of Deaf Studies and Deaf Education 2009 14(2):178-189; doi:10.1093/deafed/enn031
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Computer-Based Exercises for Learning to Read and Spell by Deaf Children
Vrije Universiteit Amsterdam
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Abstract |
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There is a surprising lack of systematic research evaluating the effects of reading exercises for young deaf children. Therefore, for this article, two computer-based exercises were developed and learning effects were determined by posttests. One (spelling oriented) exercise was to select the correct word among three orthographically similar alternatives that corresponds to a drawing or a sign (digital video). The other (meaning oriented) exercise was to select the correct sign or picture among three alternatives that corresponds to a written word. Eleven deaf Dutch children with a mean age of 7 years 10 months participated in the study. A first question was whether in single-word exercises the meaning or the spelling of a word should be emphasized. A second question was whether there was any effect of using drawings or signs to refer to the meaning of the word. The results reveal that emphasizing the word spelling is most effective for learning to read for deaf children and the findings also suggest that drawings are more efficient in the current exercises.
Correspondence should be sent to Pieter Reitsma, Vrije Universiteit, P.O. Box 366, 1115 ZG Duivendrecht, Netherlands (e-mail: p.reitsma{at}psy.vu.nl).
Received June 12, 2007; revised July 24, 2008; accepted July 25, 2008