Bilingualism, Deafness, and Literacy

2022 ◽  
pp. 184-203
Author(s):  
Douglas C. Williams Jr.
Keyword(s):  
High School ◽  
Emergent Literacy ◽  
Language Proficiency ◽  
Literacy Development ◽  
Reading Development ◽  
Fourth Grade ◽  
Reading Level ◽  
Future Research ◽  
Deaf Students ◽  
Grade Reading Level

Deaf students commonly leave high school with no higher than a fourth-grade reading level. This commonality may prompt certain assumptions regarding deaf children's strengths and weaknesses, particularly relating to reading development as well as broader academic and professional endeavors. The following review examines reading development among deaf, native sign language users as a bilingual process. Specifically, four common assumptions surrounding deaf learners' potential for ASL-English bilingual development are addressed including those relating to phonological accessibility, English-based signed system efficacy, ASL-English transference of language proficiency, and strategies for emergent literacy development in young, deaf learners. Finally, suggestions for future research endeavors are posed by the author.

Reading with Students who are Deaf or Hard of Hearing

1997 ◽  
Vol 16 (2) ◽  
pp. 10-15
Author(s):  
Barbara Luetke-Stahlman ◽  
P. Lynn Hayes
Keyword(s):  
High School ◽  
Hard Of Hearing ◽  
Deaf Education ◽  
Fourth Grade ◽  
Reading Level ◽  
Review Of The Literature ◽  
Deaf Students ◽  
High School Reading ◽  
Grade Reading Level

Most students who are deaf or hard of hearing (S-D/HH) do not read proficiently (Karchmer, Milone, & Work, 1979; Allen, 1996). Although there has been some improvement in deaf students' achievement in reading (Holt, Traxler, & Allen, 1992), students continue to leave high school reading on a third to fourth grade reading level. A review of the literature in deaf education and related fields resulted in a rationale and description of ten essential practices when adults read to S-D/HH. These practices are briefly reviewed in this paper and examples provided. In addition, information on “when students read to adults” is included.

The Impact of Mobile Learning via Touch-Screen Tablets in Emergent Literacy Development

2020 ◽  
pp. 61-81
Author(s):  
Ioannis Grigorakis
Keyword(s):  
Emergent Literacy ◽  
Mobile Learning ◽  
Literacy Development ◽  
School Setting ◽  
Touch Screen ◽  
Literacy Skills ◽  
Future Research ◽  
Print Awareness ◽  
Emergent Literacy Skills ◽  
Name Writing

Children's use of touch-screen tablets is increasing as these mobile devices become increasingly available. The interactive, tactile touch-screen interface and easily downloadable applications make tablets especially popular with pre-schoolers. This chapter's literature review provides an overview of recent research into tablets and emergent literacy development at home and in the pre-school setting. A multi-faceted synthesis of research on children's use of tablets and its impact in emergent literacy skills was conducted. The evidence indicated that mobile learning via touch-screen tablets has the potential to broadly enhance emergent writing and may facilitate the development of letter name/sound knowledge, print awareness, letter writing and name writing skills, and phonological awareness. The relation between the use of tablets and emergent literacy development seems to be complex as it is mediated by factors such as the type of multisensory experiences through literacy applications and the type of scaffolding used by adults. Recommendations and directions for future research are discussed.

Lost in Translation : Linguistic Hurdles Facing Students of Color Pursuing International Education

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Z.W. Taylor ◽  
Keyword(s):  
International Education ◽  
International Student ◽  
English Language ◽  
Language Translation ◽  
First Language ◽  
Reading Level ◽  
Future Research ◽  
Grade Reading Level ◽  
Language Content ◽  
The U.S

As our world becomes increasingly globalized in social, economic, and political contexts, U.S. students choose to study abroad to develop their international communication skills, cross-cultural competencies, and second or third languages (NAFSA, 2017). However, an under-researched element of the international education enrollment process is how readable and translated international admissions instructions are, especially for language-minority students whose first language is not English, comprising over 92 million people living in the U.S. (Dillinger, 2017). Examining the international student websites of the top 100 Quacquarelli Symonds World Universities outside of the U.S., this study finds average international application instructions are written above the 15th-grade reading level, with 99% of institutions providing English-language content and only 5% providing Spanish-language content, even though 40 million people living in U.S. speak Spanish as a first-language. Furthermore, only 1% of international websites provide web-embedded language translation technologies. These findings suggest a globalized linguistic English-centrism that may hinder students from minoritized U.S. language populations attempting to pursue an international degree. Implications for policymakers, practitioners, and future research are addressed.

Technology Integration: Teaching Elementary Deaf Student English Language Arts

2020 ◽  
Vol 7 (2) ◽  
pp. 63
Author(s):  
Bailey K. Gates ◽  
Millicent M. Musyoka
Keyword(s):  
Technology Integration ◽  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Reading Level ◽  
Deaf Students ◽  
Design Data ◽  
Integration Model ◽  
Grade Reading Level ◽  
K 12

This study examined an elementary deaf education teacher’s experiences and practices regarding the integration of technology into an English/Language Arts (ELAR) classroom. Most deaf students experience challenges acquiring and learning English as a second language. Research continues to indicate deaf students graduate high school with a fourth-grade reading level. Specifically, the study investigated how technology was used to support the development of English/Language Arts skills in deaf students based on McCrory’s model on technological integration (McCrory, 2006). McCrory’s (2016) technology integration model is used to identify the teacher knowledge and use of technology. The model includes four components: representation, information, transformation, and collaboration. Using a qualitative case study design, data was collected using interviews, surveys, and observations. The data collected focused on the teacher only and did not include the students. The analysis showed how the ELAR teacher used technology to teach deaf students in relation to the four components of McCrory’s model. Implications for K-12 teacher preparation and professional development are discussed.

Comparison of Rational Beliefs of Blind, Deaf, and Non-Handicapped High School Students

1981 ◽  
Vol 52 (3) ◽  
pp. 751-754
Author(s):  
Clayton T. Shorkey ◽  
James Saski
Keyword(s):  
High School ◽  
High School Students ◽  
Analysis Of Variance ◽  
Reading Level ◽  
Rational Behavior ◽  
Rational Beliefs ◽  
School Students ◽  
Deaf Students ◽  
Significant Difference ◽  
Group A

This study investigated whether significant differences existed in scores of blind, deaf, and non-handicapped high school students using a low reading-level form of the Rational Behavior Inventory. Subjects were 160 non-handicapped students, 27 deaf students, and 41 blind students. An analysis of variance yielded no significant difference among scores of the three groups on test forms viewed as most comprehensible to each group. A significant difference was found between students in regular academic classes and those in classes for slower learners.

scholarly journals Early Precursors of Literacy Development in Simultaneous Bilinguals: A Systematic Review and Meta-Analysis

2021 ◽  
Author(s):  
Insiya Bhalloo ◽  
Monika Molnar
Keyword(s):  
Emergent Literacy ◽  
Oral Language ◽  
Literacy Development ◽  
Outcome Measure ◽  
Word Reading ◽  
Meta Analysis ◽  
Literacy Skills ◽  
Screening Tools ◽  
Bilingual Children ◽  
Future Research

Several literacy precursors have been identified in monolingual English-speaking children; however, it is unclear whether the same precursors are also associated with literacy development in bilingual children. Purpose: We examine whether in simultaneous bilingual children: (i) code-related, oral-language, and domain-general cognitive literacy precursors have been utilized, similar to monolingual children; (ii) other types of precursors have been identified; (iii) code-related, oral-language, domain-general cognitive, or other types of literacy precursors are associated with word/non-word and/or text-level reading skills; in (a) one or (b) both spoken languages; (iv) the type of literacy outcome measure, and (v) language background measure influence performance on emergent literacy skills. Method: We examined reported statistical associations, between a given literacy precursor and outcome measure, and conducted a meta-analysis examining specific code-related and oral-language precursors in relation to word/non-word reading and/or text reading comprehension. Results: Apart from semantic awareness, all code-related, oral-language, domain-general cognitive and eight additional identified precursors were significantly associated with reading in simultaneous bilinguals. However, these precursors were predominantly assessed only in English, or English in addition to a heritage language. Phonological awareness and vocabulary emerged as commonly-assessed precursors consistently associated with reading. Conclusions: Particularly, these code-related and oral-language skills may be used as precursor screening tools in simultaneous bilinguals, across heritage and societal languages. Future research should develop language-specific precursor screening tools and investigate the reliability of non-linguistic precursors, to address the evident English assessment bias and support biliteracy development across spoken languages.

Emergent Literacy in Spanish-Speaking Children With Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills

2020 ◽  
Vol 63 (12) ◽  
pp. 4193-4207
Author(s):  
Amy S. Pratt ◽  
John A. Grinstead ◽  
Rebecca J. McCauley
Keyword(s):  
Emergent Literacy ◽  
Language Disorder ◽  
Literacy Skills ◽  
Future Research ◽  
Developmental Language Disorder ◽  
Writing Ability ◽  
Transparent Orthography ◽  
Spanish Speaking ◽  
Phonological Structure ◽  
Name Writing

Purpose This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M age = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” Conclusions The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD.

KEMAMPUAN GURU BAHASA INDONESIA DALAM MENYELESAIKAN SOAL UKBI DI PEKANBARU

2017 ◽  
Vol 5 (2) ◽  
pp. 147
Author(s):  
Elvina Syahrir
Keyword(s):  
High School ◽  
Elementary School ◽  
Language Proficiency ◽  
Junior High School ◽  
Proficiency Test ◽  
Senior High School ◽  
Language Teachers ◽  
National Examination ◽  
Language Proficiency Test ◽  
Bahasa Indonesia

This study was motivated by the low score of the students‘ Indonesian language in national examination that were certainly correlated with the Indonesian language teachers‘ competences. The Indonesian language techers‘ competences can be observed in doing the Indonesian language proficiency test. This study was aimed to determine the Indonesian language teachers‘ capabilities indoing UKBI and to describe about it. The data obtained describe that the Indonesian language teachers of Senior High School (SMA) have the highest scores, then the Indonesian language teachers of Junior High School (SMP), and the last ones were the teachers of elementary school (SD). Moreover, among the Indonesian language techers‘ capabilities of SMA, SMP, and SD in doing UKBI have not shown the significant differences.AbstrakPenelitian ini dilatarbelakangi oleh rendahnya nilai Ujian Nasional (UN) bahasa Indonesia siswa yang tentunya berkorelasi dengan kompetensi guru bahasa Indonesianya. Kompetensi guru bahasa Indonesia dapat terlihat dari Uji Kemahiran Berbahasa Indonesia (UKBI). Penelitian ini bertujuan untuk mengetahui kemampuan guru bahasa dan sastra Indonesia di Pekanbaru dalam menyelesaikan soal UKBI dan untuk mendeskripsikan kemampuan guru dalam menyelesaikan soal UKBI. Dari penganalisisan data diperoleh temuan bahwa nilai rerata UKBI guru SMA memperoleh skor paling tinggi, nilai rerata UKBI guru SMP memperoleh skor sedang, sedangkan nilai rerata UKBI guru SD memperoleh skor paling rendah. Akan tetapi, kemampuan guru bahasa dan sastra Indonesia dari ketiga tingkatan sekolah tersebut (SMA, SMP, SD) dalam menyelesaikan soal UKBI tidak menunjukkan perbedaan yang berarti (tidak signifikan) pada taraf kepercayaan 5 %, hal ini terlihat dari nilai Fhitung lebih kecil dari Ftabel (Fhitung = 0,11 < Ftabel = 4,35)

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