The use of picture songbooks to aid the development of sight vocabulary in hearing-impaired children

Abstract: The purpose of this study was to empirically examine the validity of using picture-songbooks as a tool to teach sight vocabulary to hearing-impaired children. Subjects aged 6-11 years were divided into three groups according to language level. Thirty words, five from each song, were selected for each group by classroom teachers and the investigator. Color pictures depicted the 'keywords'. Each group attended three 20 minute sessions per week over a period of six weeks. For the purpose of assessment, sight vocabulary was divided into word recognition and concept recognition. The t-test scores for word recognition and concept recognition indicated significant differences between the pre- and posttest scores. Pearson's Product Moment Correlation Coefficient indicated no significant correlation in pre-test scores for word and concept recognition for one group and significant correlation in post-test scores for two groups. Analysis of covariance indicated no significant pre/posttest differences among groups. It was concluded that picture-songbooks are an effective tool for teaching all components of sight vocabulary. In addition, picture-songbooks are effective over a range of ages.

Keyword(s): Children, hearing-impaired, picture-songbooks, sight-vocabulary.

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