Literaturnachweis - Detailanzeige
| Autor/in | Andrews, Jean F. |
|---|---|
| Titel | Reading to Deaf Children Who Sign: A Response to Williams (2012) and Suggestions for Future Research |
| Quelle | In: American Annals of the Deaf, 157 (2012) 3, S.307-319 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-726X |
| Schlagwörter | Stellungnahme; Teaching Methods; Word Recognition; Emergent Literacy; Deafness; Grade 1; Vocabulary Development; American Sign Language; Intervention; Syntax; Pretests Posttests; Reading Aloud to Others; Hearing (Physiology); Literature Appreciation; Alabama; North Carolina |
| Abstract | A commentary on Williams's (2012) invited article on the use of adapted vocabulary learning interventions focuses on three areas: (a) Vocabulary interventions with storybook reading originally designed for hearing children can be adapted for deaf children. (b) Teachers are invited to reflect on how the read-aloud process in English differs from the read-aloud process in sign. (b) Teachers are asked to consider adding drawing and writing activities to reading lessons to show young deaf readers how reading and writing are reciprocal processes. The emergent literacy theory is used, as it informs and drives instructional vocabulary teaching practices for deaf children in preschool, kindergarten, and first grade. The emergent literacy theory broadly captures cognitive, social, perceptual, and linguistic understandings of how young signing deaf children acquire both English word recognition abilities and vocabulary knowledge, among other important prereading concepts. (Contains 1 note.) (As Provided). |
| Anmerkungen | Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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