scholarly journals Language and Literacy of Deaf Children

2021 ◽  
Vol 58 (1) ◽  
pp. 799-819
Author(s):  
Dr. Abdulaziz Abdullah Alothman
Keyword(s):  
Language Skills ◽  
Literacy Skills ◽  
Deaf Children ◽  
Language And Literacy ◽  
Review Of The Literature ◽  
Factors Affecting ◽  
Reading And Writing ◽  
Detailed Review ◽  
Scientific Databases ◽  
Development Of Language

Children with deafness encounter multiple problems in the course of developing their language and literacy skills. A detailed review of the literature on issues affecting deaf children in acquiring language and literacy skills is presented in this study. Many problems pertaining to the development of literacy skills and the interrelationship between reading and writing are demonstrated. A review was carried out across six scientific databases. The articles were categorised to address issues pertaining to the development of language and literacy skills, with a focus on reading and writing. The review helped demonstrate important factors affecting the development of language skills among children with deafness, and highlighted the need for different approaches to respond to them.        

Early Development of Language and Literacy Skills of An Extremely Precocious Reader

1993 ◽  
Vol 37 (2) ◽  
pp. 78-83 ◽  
Author(s):  
Sally J. Henderson ◽  
Nancy Ewald Jackson ◽  
Reisa A. Mukamal
Keyword(s):  
Early Development ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Development Of Language

scholarly journals Relationship between Teachers’ Professional Training and use of Instructional Strategies to Enhance Pupils’ Literacy Skills in Lower Primary Schools in Busia County, Kenya

2021 ◽  
Vol 2 (3) ◽  
pp. 275-283
Author(s):  
Otwate Paul ◽  
Nyakwara Begi ◽  
Margaret Mwangi
Keyword(s):  
Instructional Strategies ◽  
Primary Schools ◽  
Professional Training ◽  
Basic Education ◽  
Language Skills ◽  
Literacy Skills ◽  
Smooth Transition ◽  
Basic Language ◽  
Communications Skills ◽  
Development Of Language

Children who possess adequate basic language skills develop cognitive and social skills required in life and workplace. It also enhances smooth transition, performance, and retention and completion rate. Teachers with adequate professional training skills exhibits a potential to influent development of language skills in children. The Kenyan policy states that basic education and early learning is compulsory to all children. Therefore, it is relevant that teachers are equipped with adequate training skills to become champions in the realization of the country’s overall goal in education sector. This paper presents results from a study conducted in lower primary schools in Nambale sub-county Busia County to establish whether teachers’ professional training had an influence in the way teachers use instructional strategies to enhance pupils’ literacy skills. This was essential towards improving overall academic outcomes and communications skills in children.

scholarly journals PENGAJARAN MEMBACA DAN MENULIS BAGI PESERTA DIDIK TUNARUNGU

2017 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Khofidotur Rofiah
Keyword(s):  
Writing Skills ◽  
Literacy Skills ◽  
Deaf Children ◽  
Sentence Structure ◽  
Reading And Writing ◽  
Complex Sentences ◽  
Reflective Conversation ◽  
Simple Sentences ◽  
Listening And Speaking ◽  
Impaired Children

Reading and writing skills is coverage of more complex language skills of listening and speaking skills. We need the best approach in developing the literacy skills of children with hearing impairment. In some studies that focus on accuracy syntax hearing impaired children, it was found that they tend to use many of the same phrases over and over again in simple sentences, a little more complex sentences, and make lots of small mistakes in the use of sentence structure, word number, the use of pronouns and said pointer, and so on. This paper discusses several options approach in teaching reading and writing skills of deaf children, namely (1) conversations from heart to heart (perdati), (2) read ideovisual (percami), (3) read receptive, (4) the exercise of reflective, and (5) conversation or conversations linguistic grammar or also called reflective conversation grammar.

Home language and societal language skills in second-generation bilingual adults

2020 ◽  
Vol 24 (5-6) ◽  
pp. 1071-1087 ◽  
Author(s):  
David Giguere ◽  
Erika Hoff
Keyword(s):  
Language Proficiency ◽  
Language Skills ◽  
Literacy Skills ◽  
Home Language ◽  
Hierarchical Regression ◽  
Early Exposure ◽  
Language And Literacy ◽  
Wide Range ◽  
Grammatical Skills ◽  
Heritage Language Speakers

Aims: Research aims were (a) to test competing predictions regarding the levels of heritage and societal language proficiency among young adults who experienced early exposure to both languages, and (b) to identify sources of individual differences in degree of bilingualism. Design/methodology/approach: Participants comprised 65 Spanish–English bilinguals who reported using both languages on a weekly basis, 25 native English monolinguals, and 25 native Spanish monolinguals. Language and literacy skills were assessed with a battery of standardized and research-based assessments. Degree of bilingualism was calculated for the bilingual participants. Data and analysis: Paired sample t-tests compared the bilinguals’ skills in English to their skills in Spanish. Hierarchical regression evaluated factors related to their degree of bilingualism. Independent sample t-tests compared bilinguals’ single-language skills to monolinguals. Findings/conclusions: The bilinguals’ English skills were stronger than their Spanish skills on every measure. Thus, degree of bilingualism was largely a function of level of Spanish skill and was associated with concurrent Spanish exposure. Bilinguals’ English skills were not different from the monolinguals except in speed of lexical access. The bilinguals’ Spanish skills were significantly lower than the Spanish monolinguals on every measure except in accuracy judgments for grammatically correct sentences. Originality: Previous studies of bilingual adults have focused on sequential bilinguals and previous studies of heritage language speakers have focused on their grammatical skills. This is the first study, to our knowledge, to assess a wide range of functionally relevant skills in adults with early exposure to a heritage and societal language. Significance/implications: These findings demonstrate that early exposure to and continued use of a home language does not interfere with the achievement of societal language and literacy skills, while also demonstrating that even a widely and frequently used home language may not be acquired to the same skill level as a societal language used in school.

Adolescent Mothers’ Implementation of Strategies to Enhance Their Children’s Early Language and Emergent Literacy Skills

2019 ◽  
Vol 41 (4) ◽  
pp. 231-241
Author(s):  
Jacqueline Towson ◽  
Meredith Canty ◽  
Jamie Schwartz ◽  
Sejal Barden ◽  
Tianna Sims
Keyword(s):  
Emergent Literacy ◽  
Adolescent Mothers ◽  
Language Skills ◽  
Rank Correlation ◽  
Literacy Skills ◽  
Self Report ◽  
Language And Literacy ◽  
Early Language ◽  
Emergent Literacy Skills ◽  
Spearman’S Rank Correlation

Research regarding specific strategies adolescent mothers (AMs) may utilize to facilitate early language and emergent literacy skills in their children is lacking. This exploratory study investigated AMs’ perceived use of preselected common language and emergent literacy strategies and correlated their use of these strategies to their children’s language skills. In total, 12 AMs enrolled in an alternative school program were surveyed using the Self-Assessment of Language and Literacy Implementation (SALLI) and also completed a self-report of their child’s language development using the norm-referenced MacArthur-Bates Communication Development Inventories (CDI). Data were analyzed using descriptive statistics and Spearman’s Rank Correlation to determine the significance and relationship between variables. AMs scored low on the SALLI, with the lowest scores specifically in the areas of Directiveness and Home Environment. Results on the CDI indicated that the children had below average receptive and expressive language skills.

The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills.

2013 ◽  
Vol 49 (8) ◽  
pp. 1425-1439 ◽  
Author(s):  
Tricia A. Zucker ◽  
Sonia Q. Cabell ◽  
Laura M. Justice ◽  
Jill M. Pentimonti ◽  
Joan N. Kaderavek
Keyword(s):  
Literacy Skills ◽  
Shared Reading ◽  
Language And Literacy ◽  
Longitudinal Development ◽  
Development Of Language

scholarly journals The Effectiveness of Non-class Activity in the Development of Language Skills for Non - Arabic Speakers

2018 ◽  
Vol 26 (3) ◽  
pp. 319-340
Author(s):  
Khalid Mohammed Hussain Alyobi Khalid Mohammed Hussain Alyobi
Keyword(s):  
Service Learning ◽  
Language Learning ◽  
Learning Strategy ◽  
Language Skills ◽  
Community Service Learning ◽  
Factors Affecting ◽  
Arabic Speakers ◽  
Learning Programs ◽  
Language Communication ◽  
Development Of Language

The modern applied language lesson gives extracurricular activity in language learning programs and curricula great attention as an important learning strategy. The practices and applications have proven the effectiveness of non-class activity in developing language learning in order to realize communication and interaction. This practices make learners in direct contact with natural language users in real society culture, and facilitate improving their language communication skills. The research discussed the importance of non-descriptive activity in terms of achieving the principle of linguistic cultural immersion and the concept of community service learning, which has been proven to improve the language skills of learners, the factors affecting its effectiveness, and clarify some applications of the four language skills.

scholarly journals The role of digital reading technologies in developing language and literacy skills

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Rachel Lambrecht
Keyword(s):  
Early Literacy ◽  
Survey Data ◽  
Online Survey ◽  
Language Skills ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Digital Reading ◽  
Reading Materials ◽  
Reading Technology

EBooks and other forms of digital reading technology are becoming increasingly popular in classrooms due to their perceived ability to improve engagement and positively contribute to language and literacy skills. This research study seeks to answer the question: Can eBooks be utilized to help improve early literacy and language skills, and contribute to the engagement of readers?  In an effort to answer this question data was collected from an online survey created using Google Forms. This survey data was further analyzed through an interview process. The survey data retrieved provides a surface level understanding of the perceived value of digital reading technologies. The data retrieved from this study indicates that digital reading technologies are convenient and can increase the accessibility of reading materials, but that further research is necessary to determine the specific role of digital reading technologies in improving early literacy and language skills.

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