Increasing early reading skills in young signing deaf children using shared book reading: a feasibility study

Jean F. Andrews*, Hsiu Tan Liu, Chun Jung Liu, Mary Anne Gentry, Zanthia Smith

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

15 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)583-599
頁數17
期刊Early Child Development and Care
187
發行號3-4
DOIs
出版狀態已發佈 - 2017 4月 3

ASJC Scopus subject areas

  • 社會心理學
  • 發展與教育心理學
  • 兒科

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