ERIC Number: ED450492
Record Type: RIE
Publication Date: 2000
Literacy Learning as a Decision-Making Process for Hearing-Impaired Children.
Rottenberg, Claire J.
This report discusses the outcomes of a qualitative study conducted to investigate how preschool children with hearing impairments learn about literacy within a school setting. Seven preschool children with hearing impairments were observed in their school setting two days a week for nine months for a total of 283 hours of observation. One class used total communication (primarily a manual sign system for English, audition, lip reading, and speech) and one class used oral communication (audition, lip reading, and speech). Drawing and writing samples from the children and interviews with the teacher and parents provided additional data. Data were analyzed inductively and patterns in the children's actions related to their developing literacy were identified. A key finding was that the children were active decision makers in their literacy learning. Specifically, the children made decisions concerning the literacy events in which they would participate and how they would participate. Although the amount of time varied for the children individually, each child considered literacy events important enough to occupy a substantial amount of their free play period. The children's most frequent choices of literacy events during free play included reading books and writing in the researcher's notebook. (Contains 23 references.) (CR)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A