Building the Evidence-Base of Effective Reading Strategies to Use with Deaf English-Language Learners

Autor/inn/en	Guardino, Caroline; Cannon, Joanna E.; Eberst, Kimberley
Titel	Building the Evidence-Base of Effective Reading Strategies to Use with Deaf English-Language Learners
Quelle	In: Communication Disorders Quarterly, 35 (2014) 2, S.59-73 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740113506932
Schlagwörter	Deafness; English Language Learners; Reading Instruction; Reading Strategies; Vocabulary Development; Teaching Methods; American Sign Language; Hearing Impairments; Optical Disks; Books; Intervention; Special Schools; English (Second Language); Second Language Learning; Difficulty Level; Questionnaires + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Hearing impairment; Hörbehinderung; Optical disk; Optical disc; Optical discs; Optischer Datenspeicher; Optischer Speicher; Book; Buch; Monographie; Monografie; Special school; Sonderschule; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schwierigkeitsgrad; Fragebogen
Abstract	Nearly 25% of Deaf and Hard of Hearing (DHH) students come from homes where a language other than English is used and are known as English-Language Learners (ELLs). Evidence-based practices used to teach students who are DHH ELLs are imperative. To build an evidence-base, successful strategies must be examined across multiple researchers, sites, and participants. This research is a replication of an effective reading strategy; teaching vocabulary using repeated preteaching sessions paired with viewing American Sign Language books on DVD. Five participants with severe to profound hearing loss participated in this multiple-baseline design (ABC) across three sets of five vocabulary words study. Results indicated that after three sessions of preteaching and viewing the DVD, the majority of participants signed correctly 90% to 100% of the targeted vocabulary. Maintenance data were collected 1 to 5 weeks following the intervention. Implications for practitioners and researchers are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10