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.
Included in
Special Education and Teaching Commons, Teacher Education and Professional Development Commons