Scaffolded Writing and Early Literacy Development with Children Who Are Deaf: A Case Study

Autor/inn/en	Scott-Weich, Bridget; Yaden, David B., Jr.
Titel	Scaffolded Writing and Early Literacy Development with Children Who Are Deaf: A Case Study
Quelle	In: Early Child Development and Care, 187 (2017) 3-4, S.418-435 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1246446
Schlagwörter	Case Studies; Literacy Education; Deafness; Grade 1; Elementary School Students; Inner Speech (Subvocal); Writing Skills; Spelling; Emergent Literacy; Scaffolding (Teaching Technique); Sociocultural Patterns; Teaching Methods; Interviews; Parent Attitudes + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Gehörlosigkeit; Taubstummheit; School year 01; 1. Schuljahr; Schuljahr 01; Inneres Sprechen; Writing skill; Schreibfertigkeit; Schreibweise; Frühleseunterricht; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Elternverhalten
Abstract	This case study examined the effects that the processes of private speech and materialization (using line underscores as word placeholders) had on the emergent writing behaviours of one, six-year-old student who was enrolled in an auditory--oral deaf or hard of hearing (DHH) first-grade classroom situated on a large urban public school campus. Over the period of four months, this study examined (a) how the processes of private speech and materialization assisted emergent writers to become conventional writers, and (b) what changes occurred in children's writing when they used scaffolded writing. Evidence demonstrated that scaffolded writing accompanied by the sociocultural tools of materialization, self-talk and adult assistance resulted in dramatic qualitative changes in the student's writing and spelling. Implications include the importance of understanding individual psychogenetic development and the advantages of a sociocultural theory-based approach to emergent writing in the DHH classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01