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

Swanwick, Ruth; Watson, Linda

doi:10.1093/deafed/enm004

Cited by 35 publications

(33 citation statements)

References 32 publications

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“…Much less is known about families and their very young children with hearing loss (HL). From limited research in the field, parents of young children with HL may be challenged while reading storybooks with their children due to the auditory and language delays of their children (Swanwick & Watson, 2007; Zaidman-Zait & Dromi, 2007). Thus, global programs and instructional procedures that highlight JBR for children with NH may not fully and appropriately support families and their very young children with HL who participate in early intervention programs.…”

mentioning

confidence: 99%

Parental Support for Language Development During Joint Book Reading for Young Children With Hearing Loss

DesJardin

Doll

Stika

et al. 2014

Communication Disorders Quarterly

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Parent and child joint book reading (JBR) characteristics and parent facilitative language techniques (FLTs) were investigated in two groups of parents and their young children; children with normal hearing (NH; n = 60) and children with hearing loss (HL; n = 45). Parent–child dyads were videotaped during JBR interactions, and parent and child behaviors were coded for specific JBR behaviors using a scale developed for this study. Children’s oral language skills were assessed using the Preschool Language Scale–4 (PLS-4). Parents of children with HL scored higher on two of the four subscales of JBR: Literacy Strategies and Teacher Techniques. Parents of children with NH utilized higher level FLTs with their children who had higher language skills. Higher level FLTs were positively related to children’s oral language abilities. Implications are discussed for professionals who work with families of very young children with HL.

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mentioning

confidence: 99%

Parental Support for Language Development During Joint Book Reading for Young Children With Hearing Loss

DesJardin

Doll

Stika

et al. 2014

Communication Disorders Quarterly

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“…Todd utilizes a number of strategies similar to those found with deaf parents reading to their deaf children [26]. He used signing to build background knowledge, to share personal experience tied to book theme, and to persons and objects in pictures.…”

Section: Resultsmentioning

confidence: 99%

“…Mason [22] has conducted a series of intervention studies and has reviewed other studies which show causal links between storybook reading to children and emergent and later reading achievement. Thus, we utilized a deaf native signer to provide the ASL telling and reading of the story and a speech-language pathologist to provide the stories in spoken English only (see [26] for similar procedures). Following up activities included discussion of concepts and vocabulary, relating story to students' personal experiences, art and play-acting experiences using both languages.…”

Section: Methodsmentioning

confidence: 99%

“Down the Language Rabbit Hole with Alice”: A Case Study of a Deaf Girl with a Cochlear Implant

Andrews

Dionne

2011

International Journal of Otolaryngology

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Alice, a deaf girl who was implanted after age three years of age was exposed to four weeks of storybook sessions conducted in American Sign Language (ASL) and speech (English). Two research questions were address: (1) how did she use her sign bimodal/bilingualism, codeswitching, and code mixing during reading activities and (2) what sign bilingual code-switching and code-mixing strategies did she use while attending to stories delivered under two treatments: ASL only and speech only. Retelling scores were collected to determine the type and frequency of her codeswitching/codemixing strategies between both languages after Alice was read to a story in ASL and in spoken English. Qualitative descriptive methods were utilized. Teacher, clinician and student transcripts of the reading and retelling sessions were recorded. Results showed Alice frequently used codeswitching and codeswitching strategies while retelling the stories retold under both treatments. Alice increased in her speech production retellings of the stories under both the ASL storyreading and spoken English-only reading of the story. The ASL storyreading did not decrease Alice's retelling scores in spoken English. Professionals are encouraged to consider the benefits of early sign bimodal/bilingualism to enhance the overall speech, language and reading proficiency of deaf children with cochlear implants.

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“…Some studies 4,5 claim that deaf children do not develop the written form of their dominant language at an appropriate age. However, for this to occur, one must consider that social interaction and promoting actions for significant literacy practices among deaf children, their parents, friends, and teachers are fundamental [6][7][8] .…”

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

Cited by 35 publications

References 32 publications

Parental Support for Language Development During Joint Book Reading for Young Children With Hearing Loss

Parental Support for Language Development During Joint Book Reading for Young Children With Hearing Loss

“Down the Language Rabbit Hole with Alice”: A Case Study of a Deaf Girl with a Cochlear Implant

A retextualização como prática nas terapias fonoaudiológicas com sujeitos surdos

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