READING TO DEAF CHILDREN WHO SIGN: A RESPONSE TO WILLIAMS (2012) AND SUGGESTIONS FOR FUTURE RESEARCH.
A commentary on Williams's (2012) invited article on the use of adapted vocabulary learning interventions focuses on three areas: (a) Vocabulary interventions with storybook reading originally designed for hearing children can be adapted for deaf children, (b) Teachers are invited to reflect on how...
| Publicado en: | American Annals of the Deaf Vol. 157; no. 3; pp. 307 - 320 |
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| Formato: | commentary Journal Article |
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American Annals of the Deaf
Summer2012
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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=108147607&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 108147607 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Summer2012 vid: 157 iid: 3 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 108147607 79394806 10.1353/aad.2012.1622 NLM22978205 108147607 ppf: 307 ppct: 13 formats: fmt: @attributes: type: P tig: atl: READING TO DEAF CHILDREN WHO SIGN: A RESPONSE TO WILLIAMS (2012) AND SUGGESTIONS FOR FUTURE RESEARCH. aug: au: Andrews, Jean F. affil: Professor, Department of Deaf Studies/Deaf Education, Lamar University, Beaumont, TX sug: subj: Deafness In Infancy and Childhood Sign Language In Infancy and Childhood Storytelling Vocabulary Education Teaching Methods Child Literacy Teaching Materials Education Research Child: 6-12 years ab: A commentary on Williams's (2012) invited article on the use of adapted vocabulary learning interventions focuses on three areas: (a) Vocabulary interventions with storybook reading originally designed for hearing children can be adapted for deaf children, (b) Teachers are invited to reflect on how the read-aloud process in English differs from the read-aloud process in sign, (b) Teachers are asked to consider adding drawing and writing activities to reading lessons to show young deaf readers how reading and writing are reciprocal processes. The emergent literacy theory is used, as it informs and drives instructional vocabulary teaching practices for deaf children in preschool, kindergarten, and first grade. The emergent literacy theory broadly captures cognitive, social, perceptual, and linguistic understandings of how young signing deaf children acquire both English word recognition abilities and vocabulary knowledge, among other important prereading concepts. pubtype: Academic Journal doctype: commentary Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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