Teaching Reading to Deaf and Hard of Hearing Students
The xv Principles for Reading to Deafened Children - Reading to Deafened Children; Learning from Deafened Adults
Read to students every twenty-four hours and at all class levels. Reading to students daily improves students' visual skills, builds vocabulary, and increases reading comprehension.
The Role of the Educator is:
- to establish a literacy-rich environment,
- to share good books,
- to demonstrate appropriate reading behavior,
- to engage students past reading fiction books, non-fiction books, magazines, comics, and newspapers, and
- to read materials related to themes.
Observers Will Run across:
- the educator engaging students in learning how to read,
- students making predictions and discussing what is read,
- students demonstrating comprehension, and
- the educator noticing and commenting on what students are doing well.
15 Principles for Reading to Deaf Children(Schleper, 1997)
(fifteen Principles for Reading to Deaf Children in ASL)
David R. Schleper outlines 15 principles for adults to use when reading to deaf and hard of hearing children. The inquiry is based on what deaf parents do when reading to their deaf and hard of hearing children. The deaf parents:
- Translate stories using American Sign Language. Focus on concepts and use lots of fingerspelling.
- Keep both languages (ASL and English language) visible. Brand sure children run across both the signing and the words and pictures.
- Elaborate on the text. Add explanations almost the text to get in more than understandable.
- Reread stories on a "story telling" to a "story reading" continuum. The first few times, make sure the pupil understands the story. And so, slowly, focus more and more on the text.
- Follow the child'due south lead. What does the kid wants to read? What if the child wants to read just one office of a book, then move to another? Follow the kid.
- Make what is unsaid explicit. Brand the hidden significant clear.
- Adjust sign placement to fit the story. Sometimes sign on the page. Sometimes sign on the kid. And sometimes sign in the usual place.
- Adjust the signing style to fit the story. Be dramatic. Play with the signs and exaggerate facial expressions to show different characters.
- Connect concepts in the story to the existent world. Relate the characters to real events.
- Use attention maintenance strategies. Tap lightly on your child's shoulder, or give a gentle nudge to keep his or her attending.
- Apply eye gaze to arm-twist participation. Look at the child while reading.
- Engage in function playing to extend concepts. Act out the story afterward you lot have read information technology.
- Apply ASL variations to sign repetitive English language phrases. If you lot are using the aforementioned phrase over and over, vary the signs.
- Provide a positive and reinforcing surroundings. Encourage the child to share ideas about the story and support the child's ideas.
- Expect the child to become literate. Believe in the kid's success and read, read, read!
Used with permission from:
Schleper, D. R. (1997).Reading to Deaf Children: Learning from Deaf Adults. Washington, DC: Laurent Clerc National Deaf Education Heart at Gallaudet University. (ISBN 0-88095-212-1)
Classroom Applications
Aside from incorporating the fifteen principles in reading to deafened and hard of hearing children, the post-obit steps may be helpful:
- Innovate the encompass of the volume. Show and fingerspell and sign the championship, writer, and illustrator. Talk a bit almost what the book might be nearly.
- Prove the children the pictures and print.
- Follow the child'due south lead. If the child wants to touch the book, indicate to a picture, or turn the pages back or ahead, let your child do information technology. In fact, children should be encouraged to talk about the book while reading is going on.
- The child may want the same volume over and over. This is a normal process in child development. Do it!
- When finished reading, connect the concepts to the world.
Proficient Places to Get Started
Many dandy books are out there for reading to children. As a sampling, nosotros suggest the following books when studying Martin Luther King, Jr.:
- Martin'due south Big Words: The Life of Dr. Martin Luther King, Jr. past Doreen Rappaport
- I Take a Dream by Dr. Martin Luther King Jr.
- Martin Luther Rex, Jr.: Man of Peace past Patricia and Fredrick McKissack
- Martin Luther Rex Jr.: Minister and Civil Rights Activist by Brendan January
- My Brother Martin by Christine King Farris
The following sites list good databases of children'southward literature:
- Database of Accolade-Winning Children'due south Literature, complied by Lisa R. Bartley
- The Children'southward Literature Spider web Guide
DVD and Manual
The Clerc Heart offers a comprehensive listing of educational products and services available from the Clerc Center, including the manual and DVD ofReading to Deaf Children: Learning from Deaf Adults. The manual has been translated into half-dozen other languages; the accompanying DVD is dubbed in that language and has captions in English language. For more information nearly ordering or other products, visit the Clerc Center Products Itemize.
Workshops
The Clerc Heart offers Reading to Deafened Children: Learning from Deaf Adults workshops. For more information about this or other workshops, how to host or participate in a Clerc Center preparation program, and the Clerc Eye preparation schedule, visit the Technical Aid and Workshops page.
Supportive Research and Descriptive Literature
Campbell, R. (2001).Read-Alouds With Young Children. Newark, DE: International Reading Association. (ISBN 0-87207-289-4)
Fox, M. (2001).Reading Magic. New York: Harcourt, Inc. (ISBN one-15-601076-3)
Schleper, D. R. (1997).Reading to Deaf Children: Learning from Deaf Adults. Washington, DC: Laurent Clerc National Deaf Education Center at Gallaudet University. (ISBN 0-88095-212-1)
Trelease, J. (2001).The Read-Aloud Handbook. New York: Penguin Books. (ISBN 0-14100294-8) Jim Trelease Home Page
Bibliography
Bialostok, Southward. (1992).Raising Readers: Helping Your Kid to Literacy. Winnipeg, MB: Peguis Publishers.
Campbell, R. (2001).Read-Alouds with Immature Children. Newark, DE: International Reading Clan.
Cullinan, B. Due east. (2000).Read to Me: Raising Kids Who Love to Read. (Rev. ed.). New York: Scholastic.
Fisher, B. (2003).For Reading Out Loud: Planning and Do. Portsmouth, NH: Heinemann.
Fox, Grand. (2001).Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever. New York: Harcourt.
Hahn, M. L. (2002).Reconsidering Read-Aloud. Portland, ME: Stenhouse Publishers.
Richardson, J. South. (2000).Read It Aloud!: Using Literature in the Secondary Content Classroom. Newark, DE: International Reading Association.
Schleper, D. R. (1997).Reading to Deaf Children: Learning from Deafened Adults.Washington, DC: Gallaudet University. Trelease, J. (2001).The Read-Aloud Handbook. (5th ed.). New York: Penguin Books.
Source: https://clerccenter.gallaudet.edu/national-resources/info/info-to-go/literacy/literacy-it-all-connects/reading-to-students.html
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