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UK-Förderung (316.487 £): Die Auswirkungen neuer Technologien auf die Lese- und phonologischen Fähigkeiten gehörloser Grundschulkinder Ukri13.06.2013 Forschung und Innovation im Vereinigten Königreich, Großbritannien
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Die Auswirkungen neuer Technologien auf die Lese- und phonologischen Fähigkeiten gehörloser Grundschulkinder
| Zusammenfassung | The aim of this project is to identify the factors that predict progress in reading and spelling among deaf children in primary school. This project is timely because there have been considerable changes over the last decade both in the identification of hearing loss at birth and in the provision of sophisticated hearing aids - cochlear implants and digital sharing aids - that offer the possibility for deaf children to have greater access to spoken language. These positive changes would be expected to have a significant impact on the development of literacy, both in terms of rates of progress and on the underpinning developmental mechanisms such as use of phonological skills in reading and spelling. In order to understand the impact of these changes, children's performance in a range of reading and spelling tasks will be compared with the performance of children who were assessed ten years ago. We will also carry out observations in the classroom to see the kind of strategies that deaf children are using as they learn to read and spell. The project will focus on development from 6 - 8 years, a period in which children acquire core literacy skills. The specific research questions to be addressed are: How do the reading, spelling and phonological skills of deaf children compare with those of their hearing peers? How do reading, spelling and phonological skills of children in the proposed study compare with those of a comparable sample assessed from 2003-2005? What skills at age 6 predict reading and spelling progress at age 7 and age 8? Are the predictors the same as in the 2003-5 cohort? How are the development of reading and spelling supported by methods used to teach reading? The answers to these questions will show what factors support the development of literacy for deaf children, an area in which many deaf children have traditionally lagged well behind hearing peers. |
| Kategorie | Research Grant |
| Referenz | ES/K005251/1 |
| Status | Closed |
| Laufzeit von | 13.06.2013 |
| Laufzeit bis | 12.06.2016 |
| Fördersumme | 316.487,00 £ |
| Quelle | https://gtr.ukri.org/projects?ref=ES%2FK005251%2F1 |
Beteiligte Organisationen
| Oxford Brookes University |
Die Bekanntmachung bezieht sich auf einen vergangenen Zeitpunkt, und spiegelt nicht notwendigerweise den heutigen Stand wider. Der aktuelle Stand wird auf folgender Seite wiedergegeben: Oxford Brookes University, Oxford, Großbritannien.
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