The Language and Literacy Worlds of Three Profoundly Deaf Preschool Children

Williams, Cheri

doi:10.2307/747808

Cited by 46 publications

(30 citation statements)

References 29 publications

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“…These findings may be related to differences between the hearing and deaf children's ages and experiences with literacy. This explanation seems logical, because, as noted earlier, I have observed kindergarten deaf children using the accessing strategy while writing (Williams, 1994). The children in Dyson's (1983Dyson's ( ,1989) studies ranged in age from 5 years to 7 years, 3 months at the beginning of the investigations.…”

Section: Language Use and Signed Communicationmentioning

confidence: 99%

“…The present study is an extension of a qualitative investigation of the language and literacy experiences of young deaf children (Williams, 1994). In the larger study, I examined reading and writing activities in three classrooms of an urban day-school program for preschool children who were deaf or hard of hearing: Preschool 1 (ages 3-4), Preschool 11 (ages 4-5), and Kindergarten (ages 5-7).…”

Section: Background Of the Studymentioning

confidence: 99%

“…In a recent investigation of the language and emergent literacy experiences of young deaf children (Williams, 1994), I too observed children interacting socially while they wrote in school. Specifically, I noticed that several children interacted with one another a great deal at the writing table of their preschool classroom.…”

Section: J Lrmentioning

confidence: 99%

“…The children used oral language to give their writing meaning, to get that meaning into print, and to elaborate on the meaning of the written text. For these children, oral language served a variety of functions and permeated the writing process.In a recent investigation of the language and emergent literacy experiences of young deaf children (Williams, 1994), I too observed children interacting socially while they wrote in school. Specifically, I noticed that several children interacted with one another a great deal at the writing table of their preschool classroom.…”

mentioning

confidence: 99%

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Preschool Deaf Children's Use of Signed Language during Writing Events

Williams

1999

Journal of Literacy Research

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CINCINNATIThis research examined young deaf children's social interaction during free-choice writing time in their preschool classroom. The study examined the ways in which five deaf children used signed language as they wrote. Results of the study indicated that the children used both signed language and nonverbal expression to engage in representational, directive, interactional, personal, and heuristic use of language to support their writing endeavors. The study raises the question of whether nonverbal expression might also be salient among emergent writers who are not deaf. J LRV. 31 NO. 2 1999 PP. IN HER EXTENSIVE RESEARCH on young children's writing development, Dyson (1981Dyson ( ,1983Dyson ( ,1989Dyson ( ,1993 has demonstrated the importance of social interaction in young children's learning to write. In each of her investigations, Dyson has illustrated how children's verbal interaction with one an-J L R other, and with adults, supports their growth as young writers. For example, Williams in a recent study of the early writing development of young African American children, Dyson (1993) found that the children used oral folk traditions learned in their homes and their talk about popular culture to compose written texts and social places for themselves in their urban primary school. Dyson portrayed the children's writing development as a social process in a complex social world. In an earlier work, Dyson (1989) illustrated how kindergarten, first-grade, and second-grade children used talk, drawing, and dramatic play to represent their worlds and to build relationships with one another. The children's actual writing was only a part of ongoing literacy events, 1 and it was dependent on other symbolic media and other friends'learning to write. The children's social relationships with one another helped to nurture their growth as writers. In another study, Dyson (1983) examined the role of oral language in kindergarten children's writing development and found the children's talk with one another to be an integral part of the early writing process. The children used oral language to give their writing meaning, to get that meaning into print, and to elaborate on the meaning of the written text. For these children, oral language served a variety of functions and permeated the writing process.In a recent investigation of the language and emergent literacy experiences of young deaf children (Williams, 1994), I too observed children interacting socially while they wrote in school. Specifically, I noticed that several children interacted with one another a great deal at the writing table of their preschool classroom. I undertook the analysis reported here to examine the children's social interaction and to explicate the role of that interaction in their writing development. I was particularly interested in how the children used signed language as they participated in these writing events. Did these children use signed language in ways that supported their writing development? Was the social interaction related to ...

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Section: Language Use and Signed Communicationmentioning

confidence: 99%

Section: Background Of the Studymentioning

confidence: 99%

Section: J Lrmentioning

confidence: 99%

mentioning

confidence: 99%

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Preschool Deaf Children's Use of Signed Language during Writing Events

Williams

1999

Journal of Literacy Research

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“…A study by Charlson, Strong & Gold (1992) indicated that the need for good communication should be the most constant message given to hearing parents of deaf children. Language development and enriching experiences are also dependent on the ability of the extended family to communicate with the deaf child using the child's mode of communication (Williams, 1994).…”

Section: Language Development Of Deaf Childrenmentioning

confidence: 99%

The identification of early factors related to academic achievement among deaf students

Cunningham¹

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To my parents, Norman and Phyllis, thank you for making me the person I am today, for sharing in my dream to attain this degree, for your support, emotionally and financially, and finally for believing in me and teaching me to believe in myself.Finally to my husband, Rick, thank you for your endless hours of editing, for your incredible support, for your understanding when writing prevented me from being with you, and mostly for your never ending encouragement and love every step of the way. The purpose of this research study was to examine specific factors believed to be related to academic achievement in deaf children. More specifically, this research sought to determine whether there was a significant difference in achievement between those students whose parents use oral communication only and those whose parents use some type of sign language. An additional purpose of this research was to determine if there was a significant difference in academic achievement with those deaf students who used amplification devices early in life. This study also sought to determine whether providing early intervention programs which emphasizes and enables parents to develop a language rich environment had a significant impact on the academic achievement of deaf children and whether the age at which initial services are received influence deaf student's subsequent academic achievement. This study examined the relationship, if any, between intellectual ability and academic achievement among deaf children. Finally, this study sought to investigate the relationship between the degree of hearing loss and academic achievement.Purposive sampling was used to select subjects for this study. All 228 eligible Deaf/Hard of Hearing (DHH) students enrolled in a Broward County Public School were VI included in the original sample. Sixty-one students actually participated in this study. A correlational method of statistical analysis as well as a cross classification ( crosstabs) was used to analyze the data.The results show that academic achievement in the areas of reading and mathematics was significantly related to parental mode of communication and the mode of communication used in school. Academic achievement, in the area of reading, was also signficantly related to intellectual ability. The reading achievement was also found to be significantly related to degree of hearing loss. Written language was not significantly related to any factors investigated in this study.Additional research should be conducted to further investigate the low academic achievement among deaf children. The diversity among signing systems at school and between home and school should also be analyzed. Finally, future studies should examine curriculum and instruction methods to increase the academic achievement of deaf children .

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Literacy and the role of parents of deaf children

Heineman-Gosschalk¹,

Webster

2003

Deafness Educ. Int.

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This study focuses on the involvement of parents in the reading development of their deaf children and gathers evidence on parental experiences of reading with their child at home. Of particular interest is the relationship between teachers and parents working as partners in establishing a literacy environment for deaf children. It is concluded that uncertainty in professional practice about methods of developing literacy in deaf children could be one of the reasons why confident support is not always offered to parents. Questionnaire data suggest that only a minority of parents in the study received advice from teachers on reading interaction strategies or on appropriate materials for home reading with their children. Although most of the parents in the study enjoyed reading with their children at home, there remained a large group of parents who expressed concern over obstacles encountered in the reading process and who were unclear about the most effective way to enable their deaf child to become literate. These problems are in fact similar to some of the difficulties experienced by teachers of the deaf during reading sessions. Some deaf children may be doubly disadvantaged by reading environments at home and at school which are less than facilitative. Some implications are drawn for both teacher training and research, for effective parent–teacher partnerships that lead to consistency and joint problem‐solving, whilst reference is made to previous studies which have highlighted the need for evidence‐based practice in promoting reading development in deaf children. Copyright © 2003 Whurr Publishers Ltd.

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The Language and Literacy Worlds of Three Profoundly Deaf Preschool Children

Cited by 46 publications

References 29 publications

Preschool Deaf Children's Use of Signed Language during Writing Events

Preschool Deaf Children's Use of Signed Language during Writing Events

The identification of early factors related to academic achievement among deaf students

Literacy and the role of parents of deaf children

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