READING FOR DEAF AND HEARING READERS: QUALITATIVELY AND/OR QUANTITATIVELY SIMILAR OR DIFFERENT? A NATURE VERSUS NURTURE ISSUE.
THE AUTHORS discuss whether the covert reading process differs qualitatively and/or quantitatively for hearing and deaf peers and whether formal reading instruction should be different for deaf and hearing students. The authors argue that hearing status (deaf, hearing) is less important in learning...
| Publicado en: | American Annals of the Deaf Vol. 159; no. 5; pp. 447 - 468 |
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| Autores principales: | , |
| Formato: | tables/charts Journal Article |
| Publicado: |
American Annals of the Deaf
Winter2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=102628350&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 102628350 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Winter2015 vid: 159 iid: 5 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 102628350 103797477 103797477 10.1353/aad.2015.0004 102628350 ppf: 447 ppct: 21 formats: fmt: @attributes: type: P tig: atl: READING FOR DEAF AND HEARING READERS: QUALITATIVELY AND/OR QUANTITATIVELY SIMILAR OR DIFFERENT? A NATURE VERSUS NURTURE ISSUE. aug: au: LASASSO, CAROL J. CRAIN, KELLY L. affil: PROFESSOR EMERITA, GALLAUDET UNIVERSITY, WASHINGTON, DC sug: subj: Deaf Education Reading Communication Language Speech Methods Qualitative Studies Socioeconomic Factors Speech Perception Phonetics Sign Language ab: THE AUTHORS discuss whether the covert reading process differs qualitatively and/or quantitatively for hearing and deaf peers and whether formal reading instruction should be different for deaf and hearing students. The authors argue that hearing status (deaf, hearing) is less important in learning to read than environmental factors, including: (a) the richness of the early linguistic environment leading to an age-appropriate L1 prior to formal reading instruction and (b) clear, complete visual access to the instructional language (e.g., English, Spanish, American Sign Language) used to deliver curriculum via conventional or English Language Learner methods. In U.S. schools attended by 89% of deaf students, English is "regularly" used as the language of instruction (Gallaudet Research Institute, 2013, p. 11). Of the available communication systems for conveying English conversationally (oral-aural methods, Manually Coded English sign systems, Cued Speech), only Cued Speech is structurally capable of affording clear, complete visual access to English. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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