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Literacy with Deaf/HH Students
compiled by David R. Schleper
Page: 1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9 |
Reference |
Focus |
Abstract |
Andrews, J. F. & Gonzales, K. (1992). Free writing of deaf children in kindergarten. Sign Language Studies., 74, Spring. |
Emergent Writing |
This year-long case study examined the free-writing produced by deaf kindergarten children who were immersed in daily literary-rich activities. The children, 1 Latino, 3 African Americans, and 2 Caucasians, all came from low socioeconomic backgrounds. Instruction throughout the year emphasized reading and writing in social and communicative context: predictable books, environmental print activities, read alouds, language experience stories, and ASL-using Deaf adult visitors. Case studies of the children, supported by writing samples, show increasing levels of written language production over the year. The children progressed from scribbling to printing a single random letter, to printing a series of random letters, to printing whole words. Some children printed phrases and sentences, learned about spacing between words and on the page, and wrote stories. |
Andrews, J. F. & Taylor, N.E. (1987). From sign to print: A case study of picture book 'reading' between mother and child. Sign Language Studies 5, 261-274. |
Reading to Children |
The investigation examined the strategies used by a deaf mother when reading a book to her 3 1/2-year-old son. The mother was observed giving her son necessary support to respond correctly to questions and discussions about ideas in the book. She rarely responded to her son in a critical or negative manner, using touching and eye contact to maintain attention. The mother involved the child in the reading by relating the book to his experiences, elaborating on the text, requesting some responses and checking comprehension. |
| Andrews, J. F. & Mason, J. M. (1986). Childhood deafness and the acquisition of print concepts. In Metalinguistic Awareness and Beginning Literacy: Conceptualizing What It Means to Read and Write, (Ed.), David B. Yaden, Jr. , and Shane Templeton. Portsmouth, NH: Heinemann Educational Books, 277-290. |
Literacy Development |
The researchers examined the development of 45 deaf children between the ages of 5 and 8 over a one year period. All of the children had hearing parents, and they were in kindergarten or first grade. Descriptive and experimental results indicated that young deaf children become aware of print concepts, using fingerspelling and signing strategies. The children didn't use intelligible vocalizations while reading or any sounding-out strategies to decipher print words, yet all made progress in fingerspelling and signing to identify print. |
| Conway, D. (1985).Children (re)creating writing: A preliminary look at the purposes of free-choice writing of hearing-impaired kindergartners. In Kretschmer, R. R. (Ed.), Learning to Write and Writing to Learn. The Volta Review, 87 (5) 91-108 |
Emergent Writing |
This investigation studied the free choice writing of deaf kindergartners over a 6 month period. Writings were examined within the classroom context to determine the content, form, and purposes of the children's writing, as well as to describe the "writing processes" or strategies used. The children's writing satisfied two purposes. Message-related purposes included preserving or recalling experiences, conveying personal information, organizing general information, interacting with a specific audience, and entertaining. Non message related purposes included practicing skills related to writing such as letter formation and exploring the mechanics of written pieces, such as learning to refine maps drawn or how to use specific writing implements. Analysis of children's writing indicated an understanding of the purposes of writing and the symbols used in written language. |
Questions or comments regarding the above subject matter should be sent to:
David R. Schleper David.Schleper@gallua.gallaudet.edu
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