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Improving Vocabulary Comprehension For Deaf Or Hard Of Hearing Students, Tammy Gallion
Improving Vocabulary Comprehension For Deaf Or Hard Of Hearing Students, Tammy Gallion
Theses, Dissertations and Capstones
The purpose of this study was to pursue the best ways to use visual representation as an introduction to vocabulary to a deaf or hard of hearing student. These techniques were effective for the student to be able to maintain comprehension. The teacher used either use sign language to demonstrate the sign for the vocabulary word or finger spell the vocabulary word, identified the written word, and said the word aloud in the study. The instrument used for the pretest and posttest were ten Dolch sight words: three, yellow, down, jump, help, run, funny, big, little and play. Documentation from …
The Effects Of Visual Vocabulary Strategies On Vocabulary Knowledge, Maria Phillips
The Effects Of Visual Vocabulary Strategies On Vocabulary Knowledge, Maria Phillips
Theses, Dissertations and Capstones
The purpose of this study was to examine the effects of picture word pairing and semantic mapping strategies on the vocabulary understanding of second grade students. Fourteen second grade students were given a teacher created pretest on vocabulary words found in their story for the week. Then, the teacher enhanced the usual vocabulary instruction with two visual strategies, picture word pairing and semantic mapping strategies. Finally, they were given a posttest to show how much they improved. Results indicated that the intervention improved all participants’ scores by 15%. Eight out of fourteen had a score of over 80% on the …
Teaching Multiple Meaning Words To Deaf And Hard Of Hearing Students Using Contextually-Based Vocabulary Instruction And Metacognitive Skills, Calla Rieger
Theses, Dissertations and Capstones
The purpose of this study was to examine the effectiveness of using contextually-based vocabulary instruction and metacognitive skills to teach multiple meaning words to deaf and hard of hearing (DHH) students. Deaf and hard of hearing students have limited vocabularies and struggle to understand and use multiple meaning words and as a result, their reading comprehension suffers (Paul, 1987). Furthermore, DHH readers are less likely to use metacognitive techniques such as looking back or rereading a text to monitor comprehension, drawing upon background knowledge to define unfamiliar words, and detecting inappropriate information in passages than their hearing peers (Marschark & …