2004 Fiscal Year Final Research Report Summary
Assessment and education of reading and writing ability in children with hearing impairment
| Project/Area Number |
14310050
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | University of Tsukuba |
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Principal Investigator |
YOKKAICHI Akira University of Tsukuba, Graduate School of Comprehensive Human Sciences, Professor, 大学院・人間総合科学研究科, 教授 (20230823)
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| Co-Investigator(Kenkyū-buntansha) |
SAITO Sawa University of Tsukuba, Graduate School of Comprehensive Human Sciences, Professor, 大学院・人間総合科学研究科, 教授 (00015819)
CHUNG Inho University of Tsukuba, Graduate School of Comprehensive Human Sciences, Associate Professor, 大学院・人間総合科学研究科, 助教授 (80265529)
KATO Yasuyoshi University of Tsukuba, Graduate School of Comprehensive Human Sciences, Associate Professor, 大学院・人間総合科学研究科, 助教授 (10233826)
HARASHIMA Tsuneo University of Tsukuba, Graduate School of Comprehensive Human Sciences, Associate Professor, 大学院・人間総合科学研究科, 助教授 (70262219)
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| Project Period (FY) |
2002 – 2004
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| Keywords | hearing impairment / reading / writing / eye movements / corpus / assessment / strategy |
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| Research Abstract |
In this research, we studied the basic aspects of reading and writing abilities in students with profound hearing impairments and attempt to propose the suggestions to teach writing skills for those students in schools for the deaf.
On reading abilities, we measured the eye movements of students with hearing impairments using eye camera, while they read the sentences such as stories, descriptive texts, and poetry. Based on the obtained data, we discussed the strategic difference in reading between students with higher and lower reading abilities. The students with higher reading abilities could use fixations of long duration and read sentences with short segmentation. They could also change the reading strategies corresponding to the types of sentences and could get the good understanding of reasonable academic grades. On the other hand, the fixations were limited in number and short in duration in students with lower reading abilities. Their reading strategies were also characterized b
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y the short segmentation and lacking of strategic variety better suited for different reading materials. It could be suggested, therefore, that they still stayed in formative stages in acquisition of reading skills.
On writing abilities, we first discussed the best methods and recording format to make the corpus of the sentences produced by the students with profound hearing impairments. Making use of this corpus, we could analyze the precise system of Japanese acquired by the hearing impaired. Along with the formulation of the corpus, we analyzed the basic structures of parts of speech of sentences produced by the 200 students of elementary to high school hearing impaired students and 50 hearing university students. The ratio of each part of speech in sentences produced by the elementary school students were nearly the same as those of hearing adults except for the students with extremely low reading ability. We also investigated the evaluating system of writing ability of the hearing impaired. Based on the results of questionnaires on the evaluation of writing sent to 127 teachers for the deaf, we constructed the rating scale which consists of eight viewpoints and 100 items and is expected to used for the practical evaluation of written materials by the students in schools for the deaf. Less
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