Department

Education

Document Type

Poster Presentation

Presentation Date

4-2013

Sponsorship/Conference/Institution

International Reading Association

Location

San Antonio, TX

Abstract/Presentation Excerpt

Deaf and hard of hearing children frequently have delayed language and little experience with books because they do not share a common language with their hearing parents. However, there is little research concerning their language and literacy development in the classroom and equally little discussion of teacher responsibilities to address these issues.

This study investigated the implementation of dialogic reading, which aims to engage students in active discussion and retellings of stories, using American Sign Language. Because dialogic reading research with language delayed, hearing preschool students resulted in significant improvement of language skill (Whitehurst, Arnold, et al., 1994; Whitehurst, et al., 1999), it was a logical candidate for implementation with DHH students.

Rights

Copyright Jacquelyn M. Urbani 2013. All rights reserved.

Share

COinS