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ERIC Number: EJ1000998
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 102
ISSN: ISSN-0002-726X
Reading to Deaf Children Who Sign: A Response to Williams (2012) and Suggestions for Future Research
Andrews, Jean F.
American Annals of the Deaf, v157 n3 p307-319 2012
A commentary on Williams's (2012) invited article on the use of adapted vocabulary learning interventions focuses on three areas: (a) Vocabulary interventions with storybook reading originally designed for hearing children can be adapted for deaf children. (b) Teachers are invited to reflect on how the read-aloud process in English differs from the read-aloud process in sign. (b) Teachers are asked to consider adding drawing and writing activities to reading lessons to show young deaf readers how reading and writing are reciprocal processes. The emergent literacy theory is used, as it informs and drives instructional vocabulary teaching practices for deaf children in preschool, kindergarten, and first grade. The emergent literacy theory broadly captures cognitive, social, perceptual, and linguistic understandings of how young signing deaf children acquire both English word recognition abilities and vocabulary knowledge, among other important prereading concepts. (Contains 1 note.)
Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama; North Carolina