Young Deaf Children's Fingerspelling in Learning to Read and Write: An Ethnographic Study in a Signing Setting.
This paper1 presents a study of children's use of fingerspelling. It is part of a larger longitudinal ethnographic study of deaf2 children, who were 3-6 years old when the study started. They are early signers using Swedish Sign Language in communication with teachers and peers. The aim of this pape...
| Publicado en: | Deafness & Education International Vol. 15; no. 3; pp. 149 - 179 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2013
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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=104222670&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104222670 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14643154 Z0V jtl: Deafness & Education International issn: 14643154 maglogo: N pubinfo: dt: Sep2013 vid: 15 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104222670 90157233 10.1179/1557069X13Y.0000000020 104222670 ppf: 149 ppct: 30 formats: fmt: @attributes: type: P tig: atl: Young Deaf Children's Fingerspelling in Learning to Read and Write: An Ethnographic Study in a Signing Setting. aug: au: Roos, Carin affil: Department of Education, Karlstad University, Karlstad, Sweden sug: subj: Deafness Sign Language In Infancy and Childhood Learning Methods In Infancy and Childhood Reading Writing Human Ethnographic Research Language Development Children with Disabilities Videorecording Prospective Studies Child, Preschool Child Male Female Sweden Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: This paper1 presents a study of children's use of fingerspelling. It is part of a larger longitudinal ethnographic study of deaf2 children, who were 3-6 years old when the study started. They are early signers using Swedish Sign Language in communication with teachers and peers. The aim of this paper is to examine the different functions which fingerspelling has as a part of literacy learning in the early years and later at school. Six main themes are identified when the children first explore and learn to fingerspell: (i) exploring handshapes, letters, inventing fingerspelling, and later exploring its use and learning to fingerspell in literacy practices; (ii) exploring the direction of writing and fingerspelling; (iii) practising and memorizing words; (iv) decoding words; (v) recalling from memory; and (vi) fingerspelling as a tool for exploring the relationships; between letters, words, signs, mouth movements, and voice. These aspects of children's fingerspelling and their possible implications are addressed, as are some findings regarding how teachers respond to the children's attempts at fingerspelling. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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