Effects of Sign Language on Reading Comprehension of Written Stories

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  • 聴覚障害者の物語の読解に対する手話表現付加の効果
  • 資料 聴覚障害者の物語の読解に対する手話表現付加の効果
  • シリョウ チョウカク ショウガイシャ ノ モノガタリ ノ ドッカイ ニ タイスル シュワ ヒョウゲン フカ ノ コウカ

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Abstract

The purpose of the present study was to examine the effects of Sign Language on the reading comprehension of high school students who are deaf. Japanese Sign Language has a different grammatical system from spoken Japanese. It is used for daily communication by Japanese who are deaf. In contrast, Signed Japanese has the same grammatical system as spoken and Written Japanese; in Signed Japanese, the words are expressed by the hands and fingers. In the present study, each participant was given 3 types of learning tasks: Japanese Sign Language, Signed Japanese, and Written Japanese. The materials were stories written in Japanese. In the Japanese Sign Language and Signed Japanese conditions, the same stories were presented by means of videotape in Japanese Sign Language or Signed Japanese respectively. The order of presentation was counterbalanced across subjects. Immediately after the subjects learned the written stories, they were given 2 types of comprehension tasks, consisting of 5 wh- questions, and 4 inferential questions. The main findings were as follows: (1) On both wh- questions and inferential questions about the written stories, Japanese Sign Language had facilitative effects for the students who were deaf, including both those in lower and those in higher ranks of Japanese proficiency. (2) On the wh- questions, Signed Japanese had facilitative effects on the students who were deaf and were in the lower rank of Japanese proficiency.

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