Teachers' Experiences with Use of Instructional Video to Bridge Fingerspelling and English Print

Autor/in	Isoke, Rukiya V.
Titel	Teachers' Experiences with Use of Instructional Video to Bridge Fingerspelling and English Print
Quelle	(2017), (131 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-4358-9
Schlagwörter	Hochschulschrift; Dissertation; Deafness; Decoding (Reading); Phonological Awareness; Video Technology; Reading Instruction; Finger Spelling; Semi Structured Interviews; Elementary School Teachers; Preschool Teachers; Kindergarten; Grade 1; Grade 2; Teaching Methods; Instructional Design; Barriers; Student Attitudes; Written Language; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gehörlosigkeit; Taubstummheit; Dekodierung; Leseunterricht; Fingeralphabet; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Geschriebene Sprache
Abstract	Young deaf learners often have difficulty mastering the important skill of decoding print and developing phonological awareness necessary to become successful readers. The research question for the study was: How do K-2 deaf learners demonstrate literacy development when teachers of the deaf use instructional video with visual portrayals of fingerspelling as a decoding tool to bridge English Print? Data were collected with semi-structured interviews with five Teachers of the Deaf instructing K-2 deaf students. The participants were purposefully selected because of their specialized knowledge about the topic of using videos depicting fingerspelling in the instruction of K-2 deaf students. The data was analyzed by thematic analysis with constant comparisons. The analysis of the data identified five themes of use of instructional videos as a learning tool, instructional design process, instructional strategy, barriers to use of instructional videos, and the response of students. The Teachers of the Deaf used instructional videos containing fingerspelling for decoding print English as one component of instruction for developing literacy among K-2 deaf students. The approach the teachers used to integrate the videos into instructional planning and strategy, however, was varied. Some teachers emphasized the use of videos as a major instructional tool while other teachers used videos only as an adjunct for classroom teaching. Continuous assessment of the students' progress towards achieving the educational objective influenced the way the teachers used the videos for developing and reinforcing print decoding skills. The teachers also perceived the videos containing only demonstration of fingerspelling technique were less engaging for students than videos containing fingerspelling as part of a story. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01