An international research review of literacy intervention strategies for children with severe to profound deafness

Webster, Alec

doi:10.1002/dei.84

Cited by 5 publications

(3 citation statements)

References 21 publications

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“…We suggest that the use of these profi les in the assessment and design of specifi c instruction for deaf child BSL users can make a contribution to their teaching and learning. Webster (2000) recognised the importance of literacy for deaf individuals to function in a hearing society and expressed dismay at the diffi culty of locating effective routes for raising literacy achievements for the deaf; he argued that the 'spectacular lack of success by most deaf children ' (p. 131) in literacy should bring about more research to determine the effectiveness of different instructional methods. We suggest that, without proper assessment tools, it is diffi cult to carry out meaningful research.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Many papers have analysed the positive and negative transfers that can take place between signed languages and learning written English (e.g. Mayer and Wells, 1996;Mason, 1997;Mayer and Wells, 1997;Wilbur, 2000;Johnston, 2002), to a large extent inspired by the theory of linguistic interdependence (Cummins, 1991); others (e.g. Singleton et al, 2004) have discussed this issue in the context of hearing bilingual learners exposed to two different oral languages or exposed to a signed and an oral language, as in the case of hearing people born to deaf parents (Fabretti et al, 1998).…”

Section: Introductionmentioning

confidence: 99%

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Writing profiles of deaf children taught through British sign language

Burman

Nuñes

Evans

2007

Deafness Educ. Int.

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Congenitally, profoundly deaf children whose fi rst language is British Sign Language (BSL) and whose speech is largely unintelligible need to be literate to communicate effectively in a hearing society. Both spelling and writing skills of such children can be limited, to the extent that no currently available assessment method offers an adequate appraisal of their competence. Our aim was to create such an instrument to aid assessment and to support teachers in setting objectives for their deaf students' writing development.Writing samples describing the same four-picture story were collected from 29 congenitally, profoundly deaf 10-year-old users of BSL. Six experienced teachers of the deaf ranked their writing productions in fi ve levels; the correlations between their ranks were high and signifi cant. This indicates that the children's texts were classifi ed reliably into categories, which could then be used for further descriptive analysis. The texts in each category were analysed qualitatively to provide descriptive profi les for each level. An indication of the concurrent validity of the profi les was obtained through signifi cant correlations with reading comprehension measures. Future research should ascertain further the reliability and validity of this instrument and its usefulness in setting goals for improving deaf children's writing ability.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Writing profiles of deaf children taught through British sign language

Burman

Nuñes

Evans

2007

Deafness Educ. Int.

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“…Consequently, in many cases, explicit reading instruction does not build on or emphasize those skills. Thus, teachers of the deaf and hard of hearing (D/HH) have tended used basal reader approaches that favor “whole word” reading ( Webster, 2000 ).…”

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confidence: 99%

Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants

Spencer

Tomblin

2008

Journal of Deaf Studies and Deaf Education

102

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This study investigated the phonological processing skills of 29 children with prelingual, profound hearing loss with 4 years of cochlear implant experience. Results were group matched with regard to word-reading ability and mother’s educational level with the performance of 29 hearing children. Results revealed that it is possible to obtain a valid measure of phonological processing (PP) skills in children using CIs. They could complete rhyming tasks and were able to complete sound-based tasks using standard test materials provided by a commercial test distributor. The CI children completed tasks measuring PP, but there were performance differences between the CI users and the hearing children. The process of learning phonological awareness (PA) for the children with CIs was characterized by a longer, more protracted learning phase than their counterparts with hearing. Tests of phonological memory skills indicated that when the tasks were controlled for presentation method and response modality, there were no differences between the performance of children with CIs and their counterparts with hearing. Tests of rapid naming revealed that there were no differences between rapid letter and number naming between the two groups. Results yielded a possible PP test battery for children with CI experience.

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Narrative Skills in Written Texts by Deaf and Hearing Bilingual Adolescents

Teruggi

Gutiérrez-Cáceres

2015

Reading Psychology

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An international research review of literacy intervention strategies for children with severe to profound deafness

Cited by 5 publications

References 21 publications

Writing profiles of deaf children taught through British sign language

Writing profiles of deaf children taught through British sign language

Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants

Narrative Skills in Written Texts by Deaf and Hearing Bilingual Adolescents

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