Fingerspelling and Print: Understanding the Word Reading of Deaf Children

Autor/inn/en	Scott, Jessica A.; Hansen, Sarah G.; Lederberg, Amy R.
Titel	Fingerspelling and Print: Understanding the Word Reading of Deaf Children
Quelle	In: American Annals of the Deaf, 164 (2019) 4, S.429-449 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Students with Disabilities; Finger Spelling; American Sign Language; Intervention; Instructional Effectiveness; Young Children; Elementary School Students; Public Schools; Urban Schools; Achievement Tests; Printed Materials; Word Recognition; Emergent Literacy; Reading Instruction; Expressive One Word Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Fingeralphabet; Unterrichtserfolg; Frühe Kindheit; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Worterkennung; Frühleseunterricht; Leseunterricht
Abstract	Fingerspelling and its relationship with literacy skills among deaf and hard of hearing children who use American Sign Language is an increasingly popular research topic. However, there is limited research on whether reading interventions that systematically include fingerspelling are more effective for improving literacy skills than reading interventions that do not. In an adapted alternating-treatment single-case study, the authors contrasted the number of words learned under three conditions: a productive fingerspelling condition, in which word reading was taught through activities that emphasized productive fingerspelling; a chaining condition, in which teachers chained written words with receptive fingerspelling; and a sign-to-print condition, in which fingerspelling was not used. Five of the 6 participants learned most of the words taught with no differentiation by condition. Participants could recognize and fingerspell taught words, even if those words were not taught via fingerspelling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01