Improving the vocabulary of children with hearing loss.
The goal of this study was to test the effectiveness of a Language Wizard/Player with Baldi, a computer-animated tutor, for teaching new vocabulary items to children with a hearing loss. Eight students with hearing loss, between the ages of 6 and 10, were tested and trained for about 20-30 minutes a...
| Publicado en: | Volta Review Vol. 104; no. 3; pp. 141 - 175 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Alexander Graham Bell Association for the Deaf
Fall2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106581993&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106581993 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00428639 VLT jtl: Volta Review issn: 00428639 maglogo: N pubinfo: dt: Fall2004 vid: 104 iid: 3 pid: 954 pub: Alexander Graham Bell Association for the Deaf place: Washington, District of Columbia artinfo: ui: 106581993 106581993 2005037710 106581993 ppf: 141 ppct: 34 formats: fmt: @attributes: type: P tig: atl: Improving the vocabulary of children with hearing loss. aug: au: Massaro DW Light J affil: Professor of Psychology and Computer Engineering, Chair of Digital Arts/New Media, and Director, Perceptual Science Laboratory, University of California, Santa Cruz sug: subj: Computer-Assisted Instruction In Infancy and Childhood Hearing Disorders In Infancy and Childhood Vocabulary Education California Child Evaluation Research Female Funding Source Learning Evaluation Male Pretest-Posttest Design Product Evaluation Two-Way Analysis of Variance Human Child: 6-12 years Female Male ab: The goal of this study was to test the effectiveness of a Language Wizard/Player with Baldi, a computer-animated tutor, for teaching new vocabulary items to children with a hearing loss. Eight students with hearing loss, between the ages of 6 and 10, were tested and trained for about 20-30 minutes a day, 2 days a week for about 10 weeks on three categories of eight words each. The design of the experiment was based on a within-student multiple baseline design in which all three categories of words were continuously being tested while one of the categories was being trained. Knowledge of the words remained negligible without training and learning occurred fairly quickly for all words once training began, reaching asymptotic levels in each category. Knowledge of the trained words did not degrade after training once these words ended and training on other words took place. Finally, retention was nearly perfect, as indicated by a reassessment test 4 weeks after the experiment. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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