Literacy and Deaf Students in Taiwan: Issues, Practices and Directions for Future Research: Part I.
We describe the literacy issues facing young deaf and hard of hearing (DHH) learners in Taiwan who are learning both a logographic and an alphabetic script. We describe the contextual factors that surround their reading and writing processes such as island demographics, reading achievement levels, a...
| Publicado en: | Deafness & Education International Vol. 16; no. 1; pp. 2 - 23 |
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| Formato: | pictorial review tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2014
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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=104050825&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104050825 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14643154 Z0V jtl: Deafness & Education International issn: 14643154 maglogo: N pubinfo: dt: Mar2014 vid: 16 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104050825 94939258 10.1179/1464315413Z.00000000055 104050825 ppf: 2 ppct: 21 formats: fmt: @attributes: type: P tig: atl: Literacy and Deaf Students in Taiwan: Issues, Practices and Directions for Future Research: Part I. aug: sug: subj: Deaf Education Taiwan Literacy Linguistics Reading Written Language Learning Methods Sign Language Chinese Persons Taiwan Mainstreaming (Education) Legislation and Jurisprudence Communication Methods, Total Phonetics ab: We describe the literacy issues facing young deaf and hard of hearing (DHH) learners in Taiwan who are learning both a logographic and an alphabetic script. We describe the contextual factors that surround their reading and writing processes such as island demographics, reading achievement levels, and background language learning variables including deaf culture. We then describe and provide graphic illustrations and examples of the linguistic features of the written languages that DHH children are learning (Chinese and English) as well as the sign codes (Signed Chinese, Zhuyin finger alphabet, character signs, palm writing, and air writing) and the Zhuyin Fuhao written visual symbols. We suggest that contextual, cultural and linguistic factors need to be considered in the understanding of how DHH children learn to read and write as well as how they use their sign language and sign codes to build Chinese and English literacy skills. pubtype: Academic Journal doctype: pictorial review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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