Increasing Early Reading Skills in Young Signing Deaf Children Using Shared Book Reading: A Feasibility Study

Autor/inn/en	Andrews, Jean F.; Liu, Hsiu-Tan; Liu, Chun-Jung; Gentry, Mary Anne; Smith, Zanthia
Titel	Increasing Early Reading Skills in Young Signing Deaf Children Using Shared Book Reading: A Feasibility Study
Quelle	In: Early Child Development and Care, 187 (2017) 3-4, S.583-599 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1210135
Schlagwörter	Young Children; Story Reading; Reading Skills; Elementary School Students; Kindergarten; Hearing Impairments; Deafness; Pretests Posttests; Standardized Tests; Reading Tests; Literacy Education; Intervention; Vocabulary; Writing Skills; Teaching Methods; Statistical Analysis; Age Differences; American Sign Language; Longitudinal Studies; Residential Schools + Suchen Sie Ihr Suchwort? Frühe Kindheit; Reading skill; Lesefertigkeit; Hearing impairment; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Standadised tests; Standardisierter Test; Lesetest; Wortschatz; Writing skill; Schreibfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Age; Difference; Age difference; Altersunterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Heimschule
Abstract	A feasibility study was conducted to test a storybook intervention to increase early reading skills of 25 young signing deaf children of ages 4-9 in grades K through third grade. The children had wide ranges of hearing losses, non-verbal IQs, and signing skills. All were at risk for developing early reading skills, reading below the first grade level. Using a pre-experimental pre/post test design, standardized tests and early reading tasks, the children changes in letter, word and story knowledge were documented over a full school year. The intervention included 20 weekly story reading sessions with children receive modelling by Deaf story signers, with children using their signing and fingerspelling to practice storybook reading, story reciting, vocabulary learning, fingerspelling and writing skills with easy-to-read picture word/phrase storybooks after modelling from Deaf caregivers and teachers. Future research directions for intervention studies were outlined based on outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01