Auditory and Vestibular Research 2017. 26(1):14-20.

Designing and validation of an educational software to improve writing skills of hearing-impaired students in primary schools
Azam Sharifi, Mahbube Arefi, Kurosh Fathi Vajargah, Ali Asghar Kakojoibari

Abstract


Background and Aim: Hearing impairment affects educational skills of hearing-impaired students, but its negative impact is far more on reading and writing skills. This study was per­formed to design and validate an educational software to improve writing skills.
Methods: In this study, the mixed-methods approach was used. In the first step, the qualitative method was used to design the educational software, which was based on the main themes of the conceptual model of the writing skill curriculum provided by Sharifi et al. (2016). Afterwards, quantitative method was used to validate the software. In so doing, we enrolled 31 teachers working in hearing-impaired special primary schools.
Results: The results indicated that more than 50% of the participants approved the software in terms of objectives, content determination, appropriateness of time of teaching the content, app­ropriateness of the selected places related to the learning subject, diversity of techniques with regard to individual differences, variety of techniques to control organizational shortcomings, as well as appropriateness of the educational software for improving language skills, social relationships, as well as educational achievement in all the curricular areas.
Conclusion: Designing an educational software capable of considering all the influential aspects and components for writing skill improvement can improve writing skill of hearing-impaired students.


Keywords


Educational software; hearing-impaired; writing skills; validation

Full Text:

PDF

References


Skarakis-Doyle E, Dempsey L. The detection and moni-toring of comprehension errors by preschool children with and without language impairment. J Speech Lang Hear Res. 2008;51(5):1227-43.

Kakojoibari AA, Sharifi A. The effect of hearing impair-ment on educational achievement of hearing-impaired students. Audiol. 2014;23(2):19-30. Persian.

Sharifi A, Arefi M, Fathi Vajargah K, Kakojoibari AA. Planning and validating a writing skill curriculum for hearing-impaired students in primary school system of Iran. Aud Vest Res. 2016;25(3):176-83.

Schley S, Albertini J. Assessing the writing of deaf coll-ege students: reevaluating a direct assessment of writing. J Deaf Stud Deaf Educ. 2005;10(1):96-105.

Barth AE, Tolar TD, Fletcher JM, Francis D. The effects of student and text characteristics on the oral reading fluency of middle-grade students. J Educ Psychol. 2014;106(1):162-80.

Northern J, Downs M. Hearing in children. 5th ed. Philadelphia: Lippincott Williams & Wilkins; 2002.

Biser E, Rubel L, Toscano RM. Bending the rules: when deaf writers leave college. Am Ann Deaf. 2007;152(4):361-73.

Borg E, Edquist G, Reinholdson AC, Risberg A, McAllister B. Speech and language development in a population of Swedish hearing-impaired pre-school children, a cross-sectional study. Int J Pediatr Otorhino-laryngol. 2007;71(7):1061-77.

Marschark M, Lang HG, Albertini JA. Educating deaf students: from research to practice. 1st ed. New York: Oxford University Press; 2002.

Sharifi A, Kakojoibari AA. The effect of educational level elevation on the mathematical skill in hearing-impaired students. Audiol. 2013:22(1):10-7. Persian.

Bloom BS. Learning for mastery. Instruction and curri-culum. Regional education laboratory for the Carolinas and Virginia, topical papers and reprints, number 1. Evaluation Comment. 1968;1(2):n2.

Hallahan DP, Kauffman JM. Exceptional children: intro-duction to special education. 6th ed. Boston: Allyn & Bacon; 1994.

Fung PC, Chow BW, McBride-Chang C. The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school-aged students in Hong Kong. J Deaf Stud Deaf Educ. 2005;10(1):82-95.

Berge SS, Thomassen G. Visual access in interpreter-mediated learning situations for deaf and hard-of-hearing high school students where an artifact is in use. J Deaf Stud Deaf Educ. 2016;21(2):187-99.

Wolbers KA, Dostal HM, Graham S, Cihak D, Kilpatrick JR, Saulsburry R. The writing performance of elementary students receiving strategic and interactive writing instruction. J Deaf Stud Deaf Educ. 2015;20(4):385-98.

Arfe B, Nicolini F, Pozzebon E. The influence of verbal working memory on writing skills in children with hearing loss. In: Arfe B, Dockrell J, Berninger V, editors. Writing development in children with hearing loss, dyslexia or oral language problems: implications for assessment and instruction. 1st ed. New York: Oxford University Press; 2014. p. 85-99.


Refbacks

  • There are currently no refbacks.


Creative Commons Attribution-NonCommercial 3.0

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License which allows users to read, copy, distribute and make derivative works for non-commercial purposes from the material, as long as the author of the original work is cited properly.