ERIC Number: EJ1359787
Record Type: Journal
Publication Date: 2022
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-726X
EISSN: EISSN-1543-0375
How Do Teachers of Deaf Pre-Readers Communicating in American Sign Language Select Storybooks for Read-Alouds?
Schwarz, Amy Louise; Jurica, Meagan; Edge, Charlsa Matson; Stiller, Rachel; Webb-Culver, Taylor; Abdi, Hervé
American Annals of the Deaf, v167 n4 p457-488 2022
Teachers of the d/Deaf (TODs) struggle to select appropriate storybooks for elementary-aged Deaf pre-readers who use American Sign Language (Hayes & Shaw, 1994). Hayes and Shaw (1994) created a book selection system for TODs, but their methodology was difficult to evaluate. The purpose of the present research was to create an empirically derived book selection system using a sorting task methodology that has been successfully adapted for creating book selection systems (Schwarz et al., 2015, 2019). In a pilot study, 16 experienced TODs sorted 14 storybooks from published preschool curricula and explained the thinking behind their selections. Using content analysis and a multivariate technique, the authors created a book selection system with a two-tiered glossary and 4-point difficulty scale. They discuss how this system can be used with evidence-based read-aloud interventions compatible with the Framework of Early Literacy (Kuntze & Golos, 2021).
Descriptors: Special Education Teachers, Deafness, Hearing Impairments, American Sign Language, Picture Books, Reading Aloud to Others, Students with Disabilities, Reading Material Selection, Literacy Education, Classification, Preschool Children, Elementary School Teachers, Kindergarten, Preferences, Familiarity
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky; Colorado; Texas
Grant or Contract Numbers: N/A