Please use this identifier to cite or link to this item:
|Other Titles:||Effects of Predictable-Pattern-Book Instruction on Reading Comprehension for Second-and Third-Grade Students with Hearing Impairments|
National Taiwan Normal University Department of Special Education
Studies have shown a depressing pattern: deaf students struggle to reach third or fourth-grade reading levels by age 13 or 14, when same-age peers with normal hearing typically achieve reading scores at seventh- or eighth-grade levels. Deaf students tend to plateau at these lower levels, rather than advancing further. Students with hearing impairments clearly require more effective reading instruction. Purpose: We investigated the effects of predictable-pattern-book instruction (PPBI) on reading comprehension in elementary school students with hearing impairments. Predictable pattern books are books with repetitive and predictable phrases for new readers. Methods: The research participants were 18 children with hearing impairments who received itinerant consultation services, and were second and third graders in elementary schools in Taipei City and New Taipei City. A standardized assessment tool, the Reading Comprehension Difficulty Diagnosis Test (RCDDT), and a self-designed reading comprehension test were used to evaluate the students’ pretest and posttest reading ability. The students were paired according to their reading ability and randomly assigned to the experimental group and the control group (nine subjects each). The reading ability on the pretest of RCDDT and the self-designed reading comprehension test were similar in both groups. The experimental group received PPBI for 8 weeks, after which the same tests that were previously used for reading assessment were used to determine whether the PPBI improved reading comprehension. In PPBI, the teacher used predictable pattern books and encouraged students to predict during the instruction. There are three stages in the PPBI: Stage 1, the teacher encouraged students to predict the plots through pictures on the book cover; Stage 2, the teacher led students to read aloud and looked for some clues to predict subsequent episodes according to the text and pictures they have read; Stage 3, the teacher encouraged st
|Appears in Collections:||特殊教育研究學刊|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.