How Do Communication Modes of d/Deaf and Hard-of-Hearing Prereaders Influence the Amount of Storybook Text Teachers Report Reading during Read Alouds?

Autor/inn/en	Schwarz, Amy Louise; Guajardo, Jennifer; Hart, Rebecca
Titel	How Do Communication Modes of d/Deaf and Hard-of-Hearing Prereaders Influence the Amount of Storybook Text Teachers Report Reading during Read Alouds?
Quelle	In: Deafness & Education International, 22 (2020) 1, S.27-56 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schwarz, Amy Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2018.1487147
Schlagwörter	Communication Strategies; Deafness; Hearing Impairments; Books; Emergent Literacy; Manual Communication; Reading Aloud to Others; Language Usage; Bilingual Students; American Sign Language; Adults; Teaching Methods; Preschool Education; Kindergarten; Preschool Teachers; Geographic Regions; Story Reading; Illustrations + Suchen Sie Ihr Suchwort? Kommunikationsstrategie; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Book; Buch; Monographie; Monografie; Frühleseunterricht; Gebärdensprache; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Bildliche Darstellung
Abstract	Deaf and hard-of-hearing (DHH) literature, including the reading behaviour of Deaf adults, suggests that Teachers of the deaf (TODs) read different amounts of text during read alouds to DHH prereaders based on the spoken and visual communication modes DHH prereaders use, such as: American Sign Language (ASL), only spoken English (speech), simultaneously spoken and conceptually signed English (ConceptSE), and simultaneously spoken and Signing Exact English (SEE). To date, no studies have surveyed teachers of the d/Deaf serving DHH children using these communication modes to determine whether TODs read different amounts of text during read alouds. To address this gap, we surveyed 69 TODs: 16 TODs serving DHH children using ASL (DHH-ASL), 18 serving DHH children using only spoken language (DHH-speech), 17 serving DHH children using ConceptSE (DHH-ConceptSE), and 18 serving DHH children using SEE (DHH-SEE). A binomial logistic regression indicated that the majority of TODs serving DHH-ASL report relying mainly on the illustrations during read alouds while the majority of TODs serving DHH-SEE report reading almost every word of the text during read alouds, resulting in these two groups being significantly different from each other in read-aloud behaviour. Interestingly, approximately half of the TODs serving DHH-speech and DHH-ConceptSE reported each type of reading behaviour. These results raise several issues about the kinds of input TODs are providing DHH children during read alouds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01