From Sign to Print: A Case Study of Picture Book “Reading” between Mother and Child

Abstract

Early introduction (e.g. reading aloud and sharing a book as focus of attention) greatly aids the acquisition of literacy but for hearing parents of a deaf child these ploys do not come easily We have looked carefully at the practice of one hard- of-hearing mother with her three and one-half year old son and have identified fourteen strategies, in four large categories, that she uses. These seem likely to promote his future reading success, and some of them may also be useful for hearing parents with deaf children.

Schooling in American Sign Language: A paradigm shift from a deficit model to a bilingual model in deaf education

“…Teachers need to master assessment instruments that allow for assessment of multilanguage development in different modalities, signed or spoken. An example of such an assessment that we have used for training purposes is the Learning Record which involves, among other things, the gathering of evidence to track emergent development of Deaf children (Andrews & Taylor, 1987;Blumenthal-Kelly, 1995;Padden, 1991). These practices have also been observed with Deaf teachers engaging Deaf students in classroom activities (Humphries, 2004;Humphries & MacDougall, 2000;Singleton & Morgan, 2004).…”

Treating Childhood Psychopathology and Developmental Disabilities

“…The studies of Ewoldt (1985), Andrews and Taylor (1987), Akamatu and Andrews (1993), and Williams and McLean (1997) acknowledged the importance of storybook reading as part of emergent literacy development in children who are deaf. Gioia (2001), however, found that although literacy practices were established in the homes, shared reading rituals between parents and their deaf children were not always established.…”

Parents Sharing Books With Young Deaf Children in Spoken English and in BSL: The Common and Diverse Features of Different Language Settings

“…Alongside these practical strategies, it is also possible to identify a particular style of parent-child interaction in these bilingual settings, which further promote successful book-sharing episodes. An early study by Andrews and Taylor (1987) looked at this in detail by examining the behavior of a deaf mother when reading a book to her 3.5-year-old son. The mother was observed giving her son necessary support to respond correctly to questions and discussions about ideas in the book.…”