NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1132319
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0300-4430
Increasing Early Reading Skills in Young Signing Deaf Children Using Shared Book Reading: A Feasibility Study
Andrews, Jean F.; Liu, Hsiu-Tan; Liu, Chun-Jung; Gentry, Mary Anne; Smith, Zanthia
Early Child Development and Care, v187 n3-4 p583-599 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A