Advanced Language and the Deaf
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Transcript of Advanced Language and the Deaf
Advanced Language and the DeafDE 576, Session 13April 25, 2012Boston University
Food for ThoughtUnderstanding calculus should be hard.
Understanding what your teacher is saying shouldn’t be hard. I. King Jordan
AgendaDiscussion: DanaWhat is necessary for reading?Reading and Deaf StudentsBreak!Cochlear Implant CornerGuest Speaker: Erika GuarinoHousekeeping
Goals for the SessionTo understand the underlying skills needed for
readingTo consider the research on Deaf children’s and
readingTo learn about teaching in a self-contained
environment
AgendaDiscussion: DanaWhat is necessary for reading?Reading and Deaf StudentsBreak!Cochlear Implant CornerGuest Speaker: Erika GuarinoHousekeeping
Discussion
Discussion Board Interlude "When storysigning during guided reading, the
students express ASL conceptually appropriate signs in English word order" (57). That feels wrong to me.”
“It makes sense to fingerspell/initialized sign, then point a printed word, and then fingerspell/initialized it again (plus several other possible combinations p. 90). The only thing I will amend to this concept of initialized sign is that if the word can be sign without having to use initialized letter, and then by all means sign it.”
Discussion Board Interlude I too was a little bit frustrated by the use of words
like "handicapped" and "hearing impaired". I didn't even realize that the author is a big part of the Deaf community, and knowing that now it is even more confusing as to why those words were used.
I feel these articles implied Deaf teachers have more abilities to teach Deaf students. I know some Deaf teachers do not have good skills in teaching and some hearing teachers have more skills than Deaf. I do not believe Deaf teachers are always the best teachers, but they are needed as role models for Deaf children. Deaf and hearing teachers should keep to collaborate each other.
AgendaDiscussion: DanaWhat is necessary for reading?Reading and Deaf StudentsBreak!Cochlear Implant CornerGuest Speaker: Erika GuarinoHousekeeping
National Reading Panel
Phonemic AwarenessThe ability to hear and identify individual
sounds in words That the word catch has 3 sounds - /k/ /a/ /ch/
PhonicsUnderstanding the sounds that are related to
particular letters of the alphabet i.e., that the letter B makes the sound /b/, or
that –ay, -ei-, -ai-, -a_e all say /A/ Like Stay, weight, bait, rake
VocabularyKnowing the meaning of a large number of
vocabulary wordsAnd being able to recognize those words when
you see them written down
FluencyTo read at a pace that is comparable to
speakingTo sound happy if the character is happy,
excited if they are excited, etc (to use vocal expression)
To pay attention to punctuation
ComprehensionTo understand the story once it is all put
togetherTo understand the surface level events of the
story as well as make inferences about characters and events in the story
To learn something new from reading
AgendaDiscussion: DanaWhat is necessary for reading?Reading and Deaf StudentsBreak!Cochlear Implant CornerGuest Speaker: Erika GuarinoHousekeeping
Schirmer & McGough“Teaching reading to children who are deaf: Do
the conclusions of the National Reading Panel apply?” 2005, American Educational Research Association
For me, the most questionable of the five pillars are phonemic awareness, phonics, and fluency Vocabulary and comprehension both seem easily
applicable to Deaf students
In groups of threeYou will receive a few pages from their article
about either phonemic awareness, phonics, or fluency
In your groups of three: What are the major findings in terms of teaching
this skill to Deaf students? How do they recommend the skill be taught? Does your group agree with the authors’ findings?
JigsawEach of your handouts has a number on it
All ones meet together All twos meet together All threes meet together
Take turn sharing a little bit about your topic and what your group discussed
Some activities in your readingsChaining
Fingerspell a word, point to the print, fingerspell again
Sandwiching Sign a word, fingerspell the word, and sign it again
Deaf teachers use them more oftenResidential school teachers use them more
oftenTo call attention to new vocabulary, to connect
directly to print
Guided readingWhich we have discussed in the pastThree kinds of activities
Before reading (getting students ready to reading, teaching vocabulary, discussing content)
During reading (supporting students as they read) After reading (discussing the story, projects)
Schirmer’s Guided ReadingThere were lots of excellent critiques of this
article, including but not limited to: “Storysigning” – ASL concepts in English word order Teaching vocabulary out of context Summer reading loss (which actually happens with
all kids, generally) Choral reading issues
Although others appreciated the real-world context
Any other thoughts on this one?
AgendaDiscussion: DanaWhat is necessary for reading?Reading and Deaf StudentsBreak!Cochlear Implant CornerGuest Speaker: Erika GuarinoHousekeeping
Break!
AgendaDiscussion: DanaWhat is necessary for reading?Reading and Deaf StudentsBreak!Cochlear Implant CornerGuest Speaker: Erika GuarinoHousekeeping
Cochlear Implant CornerExploring correlates and predictors of stress in
parents of children who are deaf: Implications of perceived social support and mode of communication By Asberg, Vogel and Bowers, 2008 Journal of Child and Family Studies
What did they look at?The stress of parents with children with and
without cochlear implants Why?
Because parental stress has been linked to children performing less well academically, having behavioral problems, and depression
What did they do?Looked at 35 parents of deaf children
Half of the children had been implanted and half had not
Communication mode in the home: 51% were oral only 29% were sign language only 20% were total communication
What did they find?Average levels of stress among parents of deaf
children were not different from those of hearing children in other research
Parents who used at least some sign language with their children reported feeling less stressed than those that did not Although total communication won the prize for
least stressful for parents
Social support also leads to less stress – parents getting involved in a community that supports them and their child
What does this mean?Parents need support networks from Deaf
adults, other parents and teachers of the Deaf to feel less stressed As this may lead to better outcomes for children
Using sign language may lessen barriers in communication Although parents still feel good when they use
their native language
What do you all think?
AgendaDiscussion: DanaWhat is necessary for reading?Reading and Deaf StudentsBreak!Cochlear Implant CornerGuest Speaker: Erika GuarinoHousekeeping
AgendaDiscussion: DanaWhat is necessary for reading?Reading and Deaf StudentsBreak!Cochlear Implant CornerGuest Speaker: Erika GuarinoHousekeeping
HousekeepingNext week your final essay is due
The topic has officially been posted to the course website
It is due by midnight, Wednesday May 2 – you can bring it to class, or send it in via e-mail
HousekeepingThis weekend I will be traveling to the
International Reading Association ConferenceSo response time may be lagged – apologies!
HousekeepingNext week is our FINAL CLASS!Brittany will be our discussion leaderThe topic will be research on writing and Deaf
children
See you next week!