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Record identifier : 567073
Personal Name - Primary Intelectual Responsibility : DeLana, Melissa
Title and statement of responsibility : The impact of ASL/English bilingual education upon reading comprehension achievement of public school students who are deaf and hard of hearing [Thesis]
Publication, Distribution,Etc. : Lamar University - Beaumon, 2004
Language of the Item : eng
Dissertation of thesis details and type of degree : M.S.
Body granting the degree : , Lamar University - Beaumon
Summary or Abstract : This study presents quantitative data to determine the impact of ASL/English bilingual methodology upon the reading comprehension achievement of public school students who were deaf and/or hard of hearing. Stanford Achievement Test Reading Comprehension Subtest data from twenty-five public school students served in an ASL/English bilingual program was analyzed. Three major analyses were conducted. The first analysis quantified the overall impact of methodology as revealed by reading comprehension scores. The second and third analyses identified student variables that acted as either facilitating or impeding agents. These variables included IQ, age of onset of deafness, etiology, level of hearing loss, home language, ethnicity, level of parental involvement, level of parental signing skills, socio-economic factors, and presence of deaf family members. A review of significant literature is included.
Topical Name Used as Subject : Special education, Literacy, Reading instruction
Information of biblio record : TL
 
 
 
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