Emergent Literacy of Deaf Children

Williams, Cheri

doi:10.1093/deafed/enh045

Cited by 68 publications

(67 citation statements)

References 40 publications

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“…Yet studies regarding these issues among children with HI are rather sparse (Williams, 2004). The present study addressed this deficit by exploring the contribution of maternal writing mediation to the early literacy of kindergartners with HI.…”

Section: Discussionmentioning

confidence: 98%

Early Literacy of Kindergartners With Hearing Impairment

Aram

Most

Simon

2008

Topics in Early Childhood Special Education

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The study assessed the value of maternal writing mediation in predicting children's early literacy. Thirty kindergartners with hearing impairment (HI) and their mothers participated. Mothers were videotaped at home while helping their children write words, and the children's early literacy was assessed in the kindergarten. Maternal writing mediation was analyzed in terms of its cognitive and emotional aspects. Results show that beyond the child's age and his or her degree of hearing loss, the cognitive aspects of maternal writing mediation predicted word writing (11%), word recognition (34%), and letter knowledge (35%). Beyond the background measures, the emotional aspects of the mediation predicted word recognition (12%), letter knowledge (14%), and general knowledge (9%). Discussion focuses on writing interactions as a context of early literacy development among kindergartners with HI.

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Section: Discussionmentioning

confidence: 98%

Early Literacy of Kindergartners With Hearing Impairment

Aram

Most

Simon

2008

Topics in Early Childhood Special Education

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“…These studies usually used whole language techniques and included small samples (e.g., Andrews & Gonzales, 1992). Storybook reading poses difficulties with children who have HL (Williams, 2004). One difficulty lies in holding the book and signing at the same time, and another stems from the child's need to shift visual focus from the book illustrations to the reader's face and hands that are signing/speaking the printed words.…”

Section: Early Literacy Interventions For Children With Hlmentioning

confidence: 99%

“…All of the study units were preplanned and were introduced within a developmentally appropriate environment, beginning with the familiar and creating a context linking alphabetic knowledge with writing (Wasik, 2001). In line with studies on literacy de-velopment of hearing children (Levin, Both-de Vries, Aram, & Bus, 2005) as well as deaf children (Williams, 2004), children were first taught to recognize their written name and the written names of their friends. Gradually, they were introduced to word segmentation, syllable retrieval, identification of an opening/closing syllable or phoneme, letter-name and letter-sound correspondence, and writing.…”

Section: The Intervention Programmentioning

confidence: 99%

Promoting alphabetic skills of young children with hearing loss in co-enrollment versus individual inclusion.

Aram¹,

Ingber²,

Konkol³

2009

L1 Educational Studies in Language and Literature

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The study assessed the efficacy of an early literacy intervention for 79 children ages 5-6 years with prelingual hearing loss (HL) who all functioned auditorily, using appropriate devices. Teachers and speech therapists administered an 8-month-long intervention in preschools through two alphabetic sessions and one storybook-reading session per week. Alphabetic sessions involved games and activities that encouraged letter knowledge, phonological awareness, and functional writing. Storybook-reading sessions utilized children's books to discuss central concepts and ideas via games and creative activities. The study compared two educational inclusion tracks: individual inclusion (a single student with HL fully integrated into a regular classroom) and co-enrollment (a group of students with HL partially integrated into a regular classroom and co-taught by a regular teacher and a special education teacher). Another group of children with HL studying in a co-enrollment track served as a control group. Children's alphabetic skills (letter naming, orthographic awareness, phonological awareness, and word writing) were assessed at pretest and posttest. Results showed that participants progressed more in the intervention groups than in the control group on phonological awareness and word writing, regardless of inclusion track. Interestingly, the two intervention groups did not differ in their progress.Keywords: early literacy intervention, letter knowledge, phonological awareness, functional writing, educational tracks, storybook-reading. Tanja Janssen] TITEL. Het bevorderen van alfabetische vaardigheden van jonge kinderen met hoorproblemen die gezamenlijk zijn ingeschreven versus individueel zijn toegelaten SAMENVATTING. Het onderzoek stelde de effectiviteit vast van een vroegtijdige interventie op het gebied van geletterdheid voor 79 kinderen in de leeftijd van 5 tot 6 jaar met vroeg gehoorverlies (HL) die allemaal konden functioneren met gebruik van passende hulpmiddelen. Docenten en spraakleraren voerden gedurende 8 maanden een interventie uit op kleuterscholen, door twee sessies rond het alfabet en een leessessie per week. De sessies rond het alfabet behelsden spelletjes en activiteiten gericht op kennis van letters, fonologisch bewustzijn en functioneel schrijven. In de leessessies werden kinderboeken gebruikt om centrale concepten en ideeën te bespreken via spelletjes en creatieve activiteiten. In het onderzoek werden twee educational inclusion tracks met elkaar vergeleken: individuele inclusie (waarbij een individuele leerling met hoorproblemen volledig geïntegreerd is in een gewone klas) en coenrollment of gezamenlijke inschrijving (waarbij een groep leerlingen met hoorproblemen gedeeltelijk geïntegreerd is in een gewone klas en daarbij onderwijs krijgt van een gewone docent en speciaalonderwijs-docent). Een andere groep leerlingen met hoorproblemen in een co-enrollment track vormde de controlegroep. De alfabetische vaardigheden van de kinderen (noemen van letters, orthografisch bewustzijn, fonologisch bew...

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“…actions that follow regulation and idealization rules (covering actions [1][2][3][4] and are based on insertion and deletion strategies;…”

Section: Introductionmentioning

confidence: 99%

A retextualização como prática nas terapias fonoaudiológicas com sujeitos surdos

et al. 2014

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Para que sujeitos surdos estabeleçam relações entre a língua brasileira de sinais e a língua portuguesa, o uso de recursos de retextualização pode ser uma ferramenta capaz de levar tais sujeitos a produzirem gêneros textuais escritos de acordo com convenções ortográficas e gramaticais do português. Nesta perspectiva, o objetivo deste trabalho é discutir o processo de retextualização usado como prática nas terapias fonoaudiológicas em grupo como um meio desses sujeitos se apropriarem da língua portuguesa em sua modalidade escrita. Participaram da pesquisa 8 surdos que fazem uso de Libras e da língua portuguesa em sua modalidade escrita. Inicialmente, os sujeitos produziam textos em língua de sinais que, depois de comentados e discutidos, em sessões em grupo, contando com a presença de uma fonoaudióloga, além de outros profissionais, eram retextualizados por meio da escrita. Após a retextualização, os sujeitos surdos foram convocados a reler o texto e, caso julgassem necessário, a modificá-lo. Na sequência, eles reliam os textos em conjunto com os profissionais e o retextualizavam em uma versão final escrita. Nos textos analisados, as operações de reestruturações sintáticas, de reconstruções textuais em função da norma da língua, bem como as de tratamento estilístico com seleção de novas estruturas sintáticas e opções lexicais foram as mais usadas nos processos de retextualização. A partir dos processos de retextualização, os surdos passaram a refletir sobre a escrita e sua função social, assumindo essa modalidade da linguagem com mais disposição e autoconfiança.

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Emergent Literacy of Deaf Children

Cited by 68 publications

References 40 publications

Early Literacy of Kindergartners With Hearing Impairment

Early Literacy of Kindergartners With Hearing Impairment

Promoting alphabetic skills of young children with hearing loss in co-enrollment versus individual inclusion.

A retextualização como prática nas terapias fonoaudiológicas com sujeitos surdos

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