Using Pretend Play to Promote Foundations for Text Comprehension: Examples from a Program for Children Who Are Deaf and Hard of Hearing

Autor/inn/en	Westby, Carol; Wilson, Deborah
Titel	Using Pretend Play to Promote Foundations for Text Comprehension: Examples from a Program for Children Who Are Deaf and Hard of Hearing
Quelle	In: Topics in Language Disorders, 37 (2017) 3, S.282-301 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000125
Schlagwörter	Imagination; Play; Deafness; Hearing Impairments; Literature Reviews; Teaching Methods; Cognitive Development; Oral Language; Written Language; Language Acquisition; Comprehension; At Risk Students; Theory of Mind; Social Development; Emotional Development; Preschool Children + Suchen Sie Ihr Suchwort? Spiel; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Kognitive Entwicklung; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Sprachaneignung; Spracherwerb; Verstehen; Verständnis; Soziale Entwicklung; Gefühlsbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This review article starts with an overview of changing education paradigms and the literature on cognitive and linguistic relationships in imaginative play related to comprehension of oral and written texts. Strategies for developing the cognitive and linguistic foundations for text comprehension through play are described. A review of current literature on children who are deaf or hard of hearing (DHH) indicates that many of them are at risk for deficits in imaginative play and text comprehension related to deficits in language, cognition, theory of mind, and social-emotional skills. The article concludes with description of a play-based educational program that was implemented with preschool children who are DHH. It is an example of how play-based interventions could be implemented with other populations facing language and literacy challenges. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01