Implementing and Adapting Dialogic Reading for Deaf and Hard of Hearing Elementary School Students: Case Studies of Three Teachers

Autor/in	Urbani, Jacquelyn M.
Titel	Implementing and Adapting Dialogic Reading for Deaf and Hard of Hearing Elementary School Students: Case Studies of Three Teachers
Quelle	In: American Annals of the Deaf, 164 (2019) 1, S.97-136 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Language Acquisition; Reading Instruction; Elementary School Teachers; Elementary School Students; Teaching Methods; Program Effectiveness; Knowledge Base for Teaching; Language Impairments; Program Implementation; Teacher Role; Special Classes; Self Contained Classrooms; Small Group Instruction + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Sprachaneignung; Spracherwerb; Leseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Lehrerrolle; Special class; Sonderklasse
Abstract	Deaf and hard of hearing (d/Dhh) children frequently have delayed language; yet limited research exists on interventions to facilitate linguistic development in the classroom (Fung, Chow, & McBride-Chang, 2005). Dialogic reading is an evidence-based practice that has resulted in significantly improved language skills (Towson, Fettig, Fleury, & Abarca, 2017; Whitehurst, Arnold, et al., 1994). The present study used case study and design research methods with three elementary school teachers to identify challenges to implementing dialogic reading and necessary adaptations for d/Dhh students. Primary data sources were collaborative meetings with teachers and these meetings' transcripts. Additional sources were video-recordings of dialogic reading. Teachers were found to be hindered by insufficient knowledge about language delays and elements of implementation; specifically, adaptations for d/Dhh students competed with curricular responsibilities. It is concluded that teachers should receive better preparation and support for the complex, multifaceted task of instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01