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ERIC Number: ED559822
Record Type: Non-Journal
Publication Date: 2013
Pages: 238
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-2585-4
Vocabulary Instruction for the Development of American Sign Language in Deaf Children: An Investigation into Teacher Knowledge and Practice
Pizzo, Lianna
ProQuest LLC, Ph.D. Dissertation, Boston College
The acquisition of vocabulary is an important aspect of young children's development that may impact their later literacy skills (National Reading Panel, 2000; Cunningham & Stanovitch, 1997). Deaf children who are American Sign Language users, however, often have smaller vocabularies and lower literacy levels than their hearing peers (Lederberg & Prezbindowski, 2001; Schirmer & McGough, 2005). Despite the importance of teaching vocabulary for young deaf children, there are very few investigations on this important topic (Luckner & Cooke, 2010). This study examines the nature of vocabulary instruction by four early childhood teachers of deaf children (TODs) from two classrooms through a qualitative collective case study. Findings indicated that the Four-Part Vocabulary Program (Graves, 2006) could account for the nature of vocabulary in these classrooms; however, within this framework TODs used qualitatively different language strategies to address the unique aspects of teaching a visual language. Furthermore, there was interplay of teacher knowledge about learners, curricula, and pedagogy that informed their instructional planning and decision-making. Implications of this study include the varying roles of teacher knowledge, experience, and evidence in guiding ASL vocabulary instruction for TODs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A