TEACHING READING TO DEAF CHILDREN. THE LEXINGTON SCHOOL FOR THE DEAF EDUCATION SERIES, BOOK IV.

Autor/in	HART, BEATRICE OSTERN
Institution	Alexander Graham Bell Association for the Deaf, Inc., Washington, DC.; Lexington School for the Deaf, New York, NY.
Titel	TEACHING READING TO DEAF CHILDREN. THE LEXINGTON SCHOOL FOR THE DEAF EDUCATION SERIES, BOOK IV.
Quelle	(1963), (1 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Beginning Reading; Children; Deafness; Developmental Reading; Exceptional Child Education; Functional Reading; Hearing Impairments; Instructional Materials; Learning Activities; Preschool Children; Preschool Education; Reading Development; Reading Instruction; Reading Materials; Reading Programs; Special Education; Teaching Guides; Teaching Methods + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Erstleseunterricht; Child; Kind; Kinder; Gehörlosigkeit; Taubstummheit; Reading; Directed reading activities; Lesen; Leseübung; Hearing impairment; Hörbehinderung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerhandbuch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	THE LEXINGTON SCHOOL FOR THE DEAF EDUCATIONAL SERIES CONSISTS OF A COLLECTION OF MONOGRAPHS, REPRESENTING THE THINKING OF SKILLED TEACHERS IN A PARTICULAR SUBJECT AREA. THIS MONOGRAPH PRESENTS TEACHERS OF THE DEAF WITH A DEVELOPMENTAL PROGRAM FOR TEACHING READING. THE PHILOSOPHY OF THIS PROGRAM IS EXPLAINED, AND VARIOUS TECHNIQUES FOR MOTIVATION AND EVALUATION ARE DISCUSSED. THE USE OF INSTRUCTIONAL MATERIALS, AND AN ORGANIZED SEQUENCE OF READING EXPERIENCES ARE EXPLAINED. THE BOOK DEFINES DEVELOPMENTAL LEVELS (FLEXIBLE TO ALLOW FOR UNEVEN PROGRESS OF DEAF CHILDREN) FOR TEACHING READING AND EXPLORES METHODS FOR ATTAINING DIFFERENT GOALS AT EACH AGE LEVEL. ON THE PRESCHOOL LEVEL, SATISFYING EXPERIENCE WITH LANGUAGE IS DISCUSSED. VARIOUS TECHNIQUES FOR IMPROVING MEMORY, CLASSIFICATION, AND GENERALIZATION SKILLS, VISUAL DISCRIMINATION, AND VISUAL-MOTOR SKILLS ARE PRESENTED. FOR THE PRIMARY LEVEL (GRADES ONE AND TWO, AGES SIX TO NINE) THE FOLLOWING SKILLS ARE DISCUSSED--SIGHT VOCABULARY, WORD RECOGNITION, READING IN THOUGHT UNITS, BEGINNING USE OF THE DICTIONARY, INTEREST IN STORIES, AND DRAMATIC PLAY. FOR THE INTERMEDIATE LEVEL (GRADES THREE TO FIVE, AGES NINE TO 12) INDEPENDENT READING AND SELECTION OF READING MATERIALS ARE DISCUSSED. THE OBJECTIVES PRESENTED FOR THE ADVANCED LEVEL (AGES 12 TO 17) ARE DEVELOPMENT OF STUDY SKILLS, CRITICAL READING, AND APPRECIATION OF LITERATURE. EACH SECTION CONTAINS EXAMPLES OF INSTRUCTIONAL MATERIALS. A 76-ITEM BIBLIOGRAPHY OF BOOKS, PAMPHLETS, MANUALS, AND WORKBOOKS IS INCLUDED. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC