Literacy instruction in primary level deaf education in China.
The national policy in deaf education in Mainland China primarily focuses on oral/aural instruction and hearing rehabilitation. The curriculum in primary grades is specifically structured on speech and hearing skills for language development. But there is little evidence that documents what early li...
| Publicado en: | Deafness & Education International Vol. 19; no. 2; pp. 63 - 75 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jun2017
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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=125978993&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 125978993 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14643154 Z0V jtl: Deafness & Education International issn: 14643154 maglogo: N pubinfo: dt: Jun2017 vid: 19 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 125978993 125978993 125978993 10.1080/14643154.2017.1344464 125978993 ppf: 63 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Literacy instruction in primary level deaf education in China. aug: au: Wang, Qiuying Andrews, Jean F. affil: Reading/Literacy (K-8), School of Teaching and Curriculum Leadership, Oklahoma State University, Stillwater, OK, USA sug: subj: Literacy Teaching Methods Deaf Education Human China Language Development Videorecording Lipreading Phonetics Sign Language Curriculum Health Policy Education, Special Descriptive Statistics Qualitative Studies Narratives Male Female Textbooks Attention Teachers Male Female ab: The national policy in deaf education in Mainland China primarily focuses on oral/aural instruction and hearing rehabilitation. The curriculum in primary grades is specifically structured on speech and hearing skills for language development. But there is little evidence that documents what early literacy instruction looks like or how teachers conduct the teaching of reading and writing in classrooms with Chinese deaf children. By analyzing videotapes from the first and second grade classrooms, we describe how reading and writing are taught to deaf children in China. The key findings are that the primary grade literacy instruction (1) shares features of Gradual Release of Responsibility model with a focus on speech and hearing skills; (2) uses multimodal strategies and pedagogical tools such as lip-reading, Pinyin phonetic symbols, Pinyin Finger Spelling, Chinese Sign Language (CSL), and Signed Chinese (SC). Moreover, the curriculum reflects low expectations for deaf students as it lacks the academic content provided to their hearing peers. We conclude with implications for literacy instruction in deaf education, and suggest a future research agenda. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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