ASL Nursery Rhymes: Exploring a Support for Early Language and Emergent Literacy Skills for Signing Deaf Children

Andrews, Jean; Baker, Sharon

doi:10.1353/sls.2019.0007

Cited by 12 publications

(5 citation statements)

References 50 publications

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“…It increases with age, becoming finer-grained depending on the combination of school and parental educational influence. Independent of those two factors, a child's knowledge of nursery rhymes also significantly contributes to their literacy development of phonological awareness (Andrews & Baker, 2019).…”

Section: Discussionmentioning

confidence: 99%

Analysing Reading Skill in National Plus School Curriculum: Phonological Awareness of Young Learners

Ariati

2020

REiLA Journal

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This research aims to analyse reading skill of English for young learners in SES national plus school which teaches their classes using full Indonesian or full English. The researcher used phonological awareness test to determine the students’ ability to switch between the two languages. 63 young learners from the selected school were tested to find out the nature of their awareness when it comes to the reading tasks. This study used central tendency measures of descriptive statistics to summarise and describe the data. The results indicate that the respondents displayed phonological awareness in some tasks and experienced difficulties in other tasks. Various deficits in phonological awareness of the bilingually educated young learners were observed and categorised as Initial Sound Identification, Final Sound Detection, Final Sound Detection and Letter Identification

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Section: Discussionmentioning

confidence: 99%

Analysing Reading Skill in National Plus School Curriculum: Phonological Awareness of Young Learners

Ariati

2020

REiLA Journal

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“…Traditional songs can be used in learning about other cultures (Mourão & Ellis, 2020;Narančić Kovač & Andraka, 1999). They enable individual participation, poems are seen as mini stories, which makes children familiar with the narrative concept, children acquire appropriate language rhythm and intonation in the foreign language, oral skills, fine motor skills and coordination, they contribute to children's sense of belonging to a group and collaborating (clapping, dancing) (Andrews & Baker, 2019;Mourão & Ellis, 2020). Linguistic patterns and grammar templates can be learned through the experience of a playful poetry language which children acquire through repetition and performance.…”

Section: Learning Through Literaturementioning

confidence: 99%

Foreign language at the pre-primary level

Vrček,

Cindrić,

Hanžić Deda

2024

Napredak (Online)

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By presenting the theoretical framework and several examples of relevant studies regarding very early foreign language acquisition in the world and in Croatia, the aim of the paper is to raise awareness of the positive effects of learning English in pre-primary education. The theoretical background for early foreign language learning and acquisition is provided and complemented by descriptions of contemporary teaching methods which are based on play, environment, literature, and culture (as the key components). The paper further offers an overview of research, encompassing eight recent studies on early language acquisition in pre-primary education. The primary focus is on exploring the sample of participants, research methodology, and findings of these studies. The selection criteria for these studies are based on their relevance to the language learning domains outlined in the theory section. Through analysis, it becomes evident that researchers employ a combination of age-appropriate and child-friendly quantitative and qualitative methods. Although the studies may not support generalization due to small sample sizes, their results consistently demonstrate a positive impact of Total Physical Response (TPR), music, literature, integrated and project-based learning, as well as digitalization on vocabulary acquisition and the emergent literacy skills of pre-primary children.

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“…They concluded that using rhyme and rhythm in ASL can lead to metalinguistic awareness on different levels, i.e., individual, cultural, educational, and social. This is why it is very important to expose a child to language where rhyme, rhythm, and PA are at the forefront (Bryant, MacLean, Bradley & Crossland, 1990;Brown, 2014;Flett & Conderman, 2002;Goswami, 2003;Andrews & Baker, 2019).…”

Section: Rhyme and Rhythmmentioning

confidence: 99%

Raising Handshape Awareness

Ivanova¹,

Sverrisdóttir

Þorvaldsdóttir³

2022

Hrvat. rev. rehabil. istraž. (Online)

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Although previous research shows that the use of rhyme in early language stimulation has a positive impact on children’s sign language development, this area of sign language acquisition has not been adequately researched. 90% of deaf children are born to hearing parents who barely know sign language before their child is born, and yet they are the primary language role models in their child’s life. As L2 sign language users, hearing parents of deaf children teach language skills in their L2 to their deaf child who acquires sign language as one of their L1s. In this article, we focus on the potential application of the Icelandic Sign Language (ÍTM) handshape inventory in both early language intervention with signing children and in teaching ÍTM as an L2. We argue that the handshape inventory can be used as a teaching tool when teaching sign language as M2L2 to hearing adults and as a visual language stimulation tool for signing children (M1L1 or M2L1). The main purpose of using the handshape inventory is to raise phonological awareness of signing children and adults learning sign language. This can be done by explicitly teaching handshapes to adult learners and using signed rhymes in early language stimulation.

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ASL Nursery Rhymes: Exploring a Support for Early Language and Emergent Literacy Skills for Signing Deaf Children

Cited by 12 publications

References 50 publications

Analysing Reading Skill in National Plus School Curriculum: Phonological Awareness of Young Learners

Analysing Reading Skill in National Plus School Curriculum: Phonological Awareness of Young Learners

Foreign language at the pre-primary level

Raising Handshape Awareness

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