This article presents the findings of an empirical comparative study in the Nelson Mandela Metropole investigating the difference between the written English of deaf children and the written English of hearing children and makes recommendations on how to improve the writing of deaf children. The psycholinguistic approach was used for the…

Nine brief articles describe components of an intensive literacy program for students who are hearing impaired: reading to children, dialog journals, shared reading and writing, creative writing, independent reading, guided reading and writing, journals and logs in science, language experience, and reading for research. (DB)

Describes two initiatives of the Pre-College National Missions Programs (PCNMP). One is a workshop for teachers, parents, caregivers, and educators that focuses on important skills for reading to deaf and hard of hearing children using sign language. The second initiative will provide schools and organizations with the essential elements for…

The 250 most frequently used words in television captions are listed in order of frequency. This table is a correction to the table printed in the article "Instant Reading Incentives: TV Captions," in the September 1997 issue. (DB)

Special problems faced by children who are hard of hearing and their families are discussed, with emphasis on problems of delayed identification and resulting delayed language development. Results of the 1996 Gallaudet National Parent Survey are reported. These indicate that deaf children are being identified earlier but hard of hearing children…

Suggests ways that schools and parents of young children with hearing impairments can work together to build math skills. Ideas for early math experiences that can be naturally included in everyday routines are presented in descriptions of five learning centers, focusing on logic and problem solving, time and money, fractions, conservation of…

Offers suggestions for utilizing hypertext to individualize reading lessons for deaf and hard of hearing children. Necessary hardware and software requirements are listed, and a detailed example is provided. Possible uses of hypertext in mathematics instruction are noted. (DB)

An American teacher of deaf and hard of hearing teenagers describes her experience visiting schools in Japan, including a school for deaf students that utilized Japanese sign language. (DB)

This brief article by the school's administrator describes the program and achievements of students and faculty at the Nebraska School for the Deaf, as well as its closure in 1998. It stresses that the school was not closed because of program quality, but rather because of such factors as falling enrollment and rising per-pupil costs. (DB)

Describes a kindergarten class for students with hearing impairments that uses a strategy that supports positive student behavior. Steps include working with children to establish classroom rules, reviewing the rules by asking children to role play each one, and conducting individual and class evaluations each day. (CR)

Provides suggestions to promote English literacy to students with hearing impairments in residential environments. Strategies include model reading and writing, read to children regularly and in American Sign Language, set up a writing center, encourage book sharing, set up a home library/reading center, and encourage ownership of books. (CR)

Discusses the need to provide specific adaptations in instruction and assessments to students who are deaf or hard of hearing in general education classrooms. It provides a list of adaptations used in general education classrooms and includes adaptations for the environment, input, output, social, behavioral, evaluation, and grading. (CR)

Traces changes in policy and legislation that have led to the provision of transition services for students who are deaf and hard of hearing. Describes provisions in the 1992 Amendments to the Rehabilitation Act, the Individuals with Disabilities Education Act, and the School-to-Work Opportunities Act. (CR)

Discusses how storytelling can be used as an effective way of developing literacy for preschool children who are deaf or hard of hearing. A sample lesson illustrates how themes from children's books can lead to a myriad of topics touching a variety of content areas. (CR)

Describes a multicultural inclusive preschool program in which children with and without disabilities communicate by using English, Spanish, and sign language. How students were taught a cross-cultural language lesson by making tostadas during International Foods Week is reviewed. Lists additional lessons with language-based and cultural themes.…