Literacy with Deaf/HH Students

Reference

Focus

Abstract

Ewoldt, C. (1981). A psycho-linguistic description of selected deaf children reading in sign language. Reading Research Quarterly , 17, 58-88.

Ewoldt, C. (1977). A Psycho-linguistic Description of Selected Deaf Children Reading in Sign Language. Unpublished doctoral dissertation, Wayne State University,Detroit. Michigan.

Reading

This researcher conducted a miscue analysis and a close analysis of 4 deaf students (ages 6 to 16) - reading a variety of materials and retelling them in sign language. She concluded that deaf children's problems with literacy are exaggerated in th e literature and that changes in literacy instruction which reflect a whole language perspective are needed. She also observed that deaf readers can acquire conceptual knowledge through reading.

Hartman, M. & Kretschmer, R. E. (1992). Talking and writing: Deaf teenagers reading Sarah. Plain and Tall. Journal of Reading 36 (3) 174-180.

Reading

The authors observed a group of 14-year-old deaf girls from the inner city reading their first full-length novel. The students were reading at a mid-second to third grade level based on standardized test scores. By building background knowledge, pr edicting, discussing in a literature circle, and writing in Journals, the students learned about their reading process and broadened their understanding of the text.

Haydor,D.K (1987).An lnterpretation of the Writing Process and Written Language Strategies Used by a Selected Group of Hearing Impaired Children. Unpublished doctoral dissertation. University of Missouri Columbia.

Writing Process

This investigation examined the writing process of 9-11 -year-old deaf students using written language samples, videotapes of selected events, field notes, anecdotal records, and interviews. Students demonstrated both Surface and deep organizationa l structure for three genres (lists, cards, and letters). The process and strategies used within the authoring cycle were similar to those of hearing children. Revision strategies were similar to those of younger hearing children. Social contexts of writi ng played a significant role in kinds of choices and strategies used. Developmental spelling process included visual, kinesthetic, and sounding-out strategies, depending upon writing context.

Israelite, N., Ewoldt, C., Hoffmeister, R. & Greenwald, J. (1989, June)A review of the literature on the effective use of native sign language on the acquisition of a majority language by hearing impaired students. Resea rch Project No. 1170 to Her Majesty the Queen in the Right of Ontario as Represented by Minister of Education, Ontario.

ASL and English

This is an extensive review of the theoretical and empirical research on acquisition of languages by deaf people in North America, Europe, and Scandinavia which strongly supports the effective use of native sign language for acquisition of majority languages. The research cited acknowledges the benefits of early sign exposure to learning written English, recognizes that children acquire a native language in the normal way, and points out that sign languages are not simple gestural systems that can be matched word for word with spoken languages. Based on this review of research, the authors contend that an additive bilingual program for deaf students which focuses on acquiring native sign language and learning the majority language using a holistic approach would result in more effective communication in both languages, improvement in academic achievement, and development of cultural identity.