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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 |
| Delk. & LeNard, J. (1992)Three R's and a Very Big C: Reading, w'Rriting, Replication, and Change. Perspectives In Education and Deafness, 10(3),8-11,16.
Delk, L. & LeNard, J. (1991) Ohio educators team up with Gallaudet researchers to explore adopting innovations and teaching whole language to deaf learners.Counterpoint, 12 (1), 20. (NASDSE)
Delk, L. &LeNard, J. (1991) Reading, Writing, and Replication: Two Years Later Highlights In Special Education, 12 (1), 7. (Ohio Department of Education, Div of Spec Ed) |
Whole Language Implementation |
This 2 year collaborative training project between Pre-College Programs Outreach Services and the Ohio Resource Center for Law Incidence and Severely Handicapped involved 20 teachers of deaf Students in 14 Ohio public schools. The teachers received on-going, hands-on training and follow-up in whole language strategies. The results provided evidence that the teachers' attitudes and classroom instructional behaviors changed. Teachers became more student-centered, became process-, rather than product- oriented in teaching writing and reading, used more literature as reading materials for their students, and learned to integrate writing and reading instruction across the curriculum. Teachers reported improvements in student attitudes toward reading and writing, greater interest in literature and using writing for different purposes, and increased quality and quantity of student writings. Analysis of student writing samples showed significant improvement in quantity and quality of writing at most grade l evels. |
| Ewoldt, C. (1994). Booksharing:Teachers and parents reading to deaf children. In Under the Whole Language Umbrella: Many Cultures, Many Voices, Alan D. Flurkey and Richard J. Meyer, (Eds.), Urbana, IL: National Council of Teachers of English, 331-342.
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Reading to Children |
As part of a longitudinal study of young deaf children engaging in literacy, parents and teachers were videotaped annually as they shared books with 30 deaf children. The children were approximately 3 years old at the beginning of the study and 7-y ears-old at the end. During the reading sessions, the researchers observed messages that were inadvertently being conveyed by teachers and parents. These included the idea that adults are authorities about reading, and that reading should be verbatim and error-free. In spite of this, the children created their own views of literacy. The children showed that they could interact directly with a text (e.g. signing directly to characters in the story), and they challenged the authority of the text, conveying the message that the text is not infallible. |
| Ewoldt, C. & Saulnier,K (1994). Young readers and environmental print. Perspectives in Education and Deafness, 12 (3), 2-5,8.
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Literacy Development /Environmental Print |
This study followed 28 children between the ages of 3 and 4 over a 4-year period. An environmental print task using print, stylized print, a cut-out label, and the real object was administered annually. The task included five categories of familiar materials: fast food items; home foods; personal cue items; play materials, and common street signs. A major finding of this study was that in the first year of testing 85% of the children were able to recognize/read nine or more items (26%), and 96% of the 3 year-olds could read at least five environmental print items. By age 4, 96% could read at least eight items, and by age 5, every one of the children made at least 13 items in the cut-out label phase alone. This study demonstrated that deaf children, like their hearing peers, attend and learn from print in the environment, regardless of their financial circumstances, geographic location, school programs, and the types of items. It also showed that early readers benefit from contextual support and that learning in context actually facilitates the child's ability to read. |
Questions or comments regarding the above subject matter should be sent to:
David R. Schleper David.Schleper@gallua.gallaudet.edu
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