台湾手语双语绘本阅读教学在听觉障碍融合班级之实施成效

The Efficacy of a Taiwan Residents Sign Language/Chinese Bilingual Picture Book Reading Intervention in an Inclusive Elementary Classroom

阅读是听障教学亟待突破的瓶颈。目的:探索融合情境下,手语双语绘本阅读教学的成效,并比较听障学生与其同班同学在识字、阅读理解方面的表现。方法:实验组采用平衡取向的台湾手语/中文双语绘本阅读教学,以另一听常班级学生为对照组,由学生自由进行绘本的持续性默读,时间为14周。结果:无论是手语双语绘本阅读教学或持续性默读都能提升学生的识字与阅读理解表现,两种方法的成效差异没有达到统计上的显著性。结果说明:加入手语的双语教学方案,可以让学生在不妨碍阅读学习的情况下,多学一种语言。一年级的听障学生识字进步量比同班听常同学的平均成绩高。另一名三年级听障学生在识字、阅读理解的进步量方面也高于同班听常同学。

For people who are deaf or hard of hearing（DHH） , reading is a challenge because of delays in both spoken and sign language. Subsequently, interventions that improve reading outcomes are needed built on their existing language skills. The purpose of this study was to investigate the efficacy of a 14-week Taiwan Residents Sign Language （TSL）/Chinese bilingual picture book reading （BPBR） intervention co-taught by a deaf teacher and a hearing teacher in order to develop skills in decoding and reading comprehension with DHH and hearing students. The participants were 2 DHH students （1 first-grader, 1 third-grader） and 22 first grade hearing students. The control groups were composed of a first-grade class of 24 hearing students. The control groups followed regular programming with Sustained Silent Reading （SSR） of picture books. The results indicated that there were no significant differences between experimental and control groups in post-intervention decoding and reading comprehension. Both DHH students showed greater gains in decoding skills while one DHH student also showed greater gains in reading comprehension compared to their same-age hearing peers.