Beruflich Dokumente
Kultur Dokumente
Benefits of fingerspelling
Matches fingerspelling with orthographic print Assists in learning spelling Not sounding out, but helps with memory Expands vocabulary for words no sign exists Proper nouns, places, science words, etc. Deaf children as young as 3 begin to fingerspell First fingerspell as gestault hole but later use it for word analyses. Deaf teachers use it more than hearing teachers Should be used often in literacy classroom to build vocabulary
Daniels, M. (2001). Dancing with words: Signing for hearing childrens literacy. Westport, CT: Bergin & Harvey.
Todays Topics
1. Reading Levels for deaf students 2. Why are reading science texts so difficult for deaf students: Some factors 3. Are deaf readers like other English L2 reading learners? 4. Reading comprehension strategies for science texts 5. Writing strategies
What is reading?
Getting meaning from text
Types of reading
Silent reading Oral reading Signed reading
A complex set of behaviors including linguistic, psycholinguistic, graphic, social, and pragmatic skills
Why is written language in science texts so difficult for deaf students to decifer?:
Reading levels of science texts Lack of knowledge of science concepts Lack of science literacy Act of reading is based on familiarity with spoken language Signed word for word does not work as meaning is lost in science text Many science terms do not have ASL signs DO NOT invent science signs! Ask a deaf person for help.
Vocabulary (Paul) Multiple meaning words (Paul) Syntactic structures (Quigley) Inference (Wilson) Higher comprehension skills (Kelly) Comprehending variety of texts (Schirmer)
Linguistic considerations
English has a massive vocabulary (500,000 to 600,000 words) Take a word like angry.can take on different meanings in words as furious, enraged, annoyed, miffed, ticked-off, irritated, seeing red English vocabulary of average 15 year old deaf student is about the size of a 9 year old hearing child and will not improve significantly Even when fingerspelled, deaf person may not get the meaning of the words
Cognitive considerations
1. Lack of science background knowledge and information 2. Lack science incidental learning (e.g. discussions about weather 3. Inability of adults to communicate and teach children about science 4. Being an outsider to information
Textual considerations
1. Science texts have specific kinds of structures a. b. c. d. e. f. g. h. The textbook Science magazine Science captioned movies Fiction books with science themes Non-fiction trade books Professional journals The science fair project The science term paper
1. struggle to learn to read English the language of the majority culture with its vast science vocabulary and complex grammar of textbooks 2. must learn social English (conversational English) as well as academic English to read their science textbooks.
Activity
Using the class handouts, demonstrate several reading comprehension strategies that you can use in the science text reading lesson:
BEFORE DURING AFTER