Success in Literacy for Students with Hearing Loss.

1
Success in Literacy for Students with Hearing
Loss.
Acceptance

• (A1) (F1 x F2 x F3) (A2)

Motivation
2
Getting Organized

• Birthdates
• Distance traveled
• Years teaching
• Experience with literacy

3
The Plan

• Tuesday
• Overview
• Fluency Concept Recognition Retention
• Wednesday
• Assessment
• Fluency Grammatical Principles

4
What is Literacy?

• Learning to communicate
• Learning information
• Thinking
• Sharing thoughts and ideas
• Reading
• Writing

5
Why is Literacy Important?

• Day-to-day communication
• Growth of knowledge
• School
• Entertainment
• Religion/Spiritual growth
• Social lives
• Everything..

6
Reading Excellence Act No Child Left Behind

• Comprehension
• Vocabulary
• Phonemic Awareness
• Phonics
• Fluency
• Motivation
• Family Involvement

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Concepts of Print

• A book has a front and back cover
• We read words in the book, not the pictures.
• Print goes from left to right and top to bottom.
• Language is made out of words.
• Words are made out of sounds.
• Sounds can be matched with letters.
• Print has meaning and consists of spoken language
  in written form.

8
What is the Best Methodology for Promoting
Literacy With Students Who are Deaf/Hard of
Hearing

• Oral?
• Auditory?
• Sign?
• All of the Above?

9
Now How about that formula??

• (A1) (F1 x F2 x F3) (A2)
• A1 Pre Assessment
• F1 Frequency
• F2 Fluency
• F3 Fellowship
• A2 Post Assessment

Acceptance
Motivation
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Assessment

• Language
• Literacy

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Frequency

• A major theme noted by Temple and Gillet in their
  book, Understanding Reading Problems Assessment
  and Instruction (2000), is that not reading
  causes reading failure, which leads to failure in
  all subject areas Reading is one of those things
  that you must do a lot of to get very good at
  it.

12
What Can We Do To Provide Frequent Exposure to
Literacy?

• Share picture books
• In the classroom
• In home library
• Go to the library
• On the go
• With different people
• At various times
• Favorite authors
• Favorite themes
• Follow the childs lead
• Make it fun!!!

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Literacy is Also About

• Recipes
• Kinder-Krunchies by Karen S. Jenkins (Discovery
  Toys)
• Create your own books of favorites with photo
  albums
• Fast Food Signs
• Shopping Lists
• Food Labels
• Childrens Magazines
• Highlights for Children
• Sesame Street
• Your Big Back Yard/Ranger Ricks Nature Magazine
• National Geographic Kid
• Songs
• Wee Sing Series by Pamela Conn Beall Susan
  Hagen Nipp (Available in most larger bookstores)
• Music With Mar by Mar. Harman (Musicwithmar.com
  or 727/781/4MAR

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And..

• Poems
• Kids Pick the Funniest Poems edited by Bruce
  Lansky
• A Bad Case of the Giggles edited by Bruce Lansky
• Falling Up by Shel Silverstein
• Where the Sidewalk Ends by Shel Silverstein
• Rhymes and Chants
• Nursery rhymes
• Jump rope chants
• Computer Programs
• Crayons, Pens, Pencils, and Markers
• Wordless Picture Books
• Games
• Board Games
• Games for Reading by Peggy Kaye

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And..

• Captioned Movies and TV
• Quality Literature Based Movies
• Signed/Voiced Videos
• Read With Me Series signed and voiced videos
  created by Brenda Schick, Ph.D Mary Pat
  Moeller, M.S. (available through Harris
  Communications)
• Sundance/Newbridge Guided Readers signed
  voiced DVDs created by the Atlanta Area School
  for the Deaf, Georgia State University, the
  Georgia Department of Education
• (Sundance 800-343-8204 Newbridge 800-867-0307)
• Once Upon a Time Series signed voiced fairy
  tales on videotape with companion books retold by
  Ben Bahan and Nathie Marbury (available through
  Harris Communications)
• Kansas School for the Deaf Visual Story Reading
  Program (913-791-0577) signed videos of popular
  childrens literature.

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Fluency

• The National Reading Panel (2000) defines fluency
  as the ability to read text with speed,
  accuracy, and proper expression.
• Schirmer, and Williams (in press) apply this
  concept to deaf/hard of hearing readers by
  describing it as reading aloud in sign, with
  expression.
• Research has documented that when a child reads
  in a word by word fashion he/she is unable to
  make sense of the text due to the overtaxing of
  his/her short-term memory (LaBerge and Samuels,
  1974).

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What Can We Do To Provide Fluent Exposure to
Literacy?

• Read with normal pronunciation, speed, and
  expression
• Read aloud in sign
• Read it Again and Again
• Provide Verbal/Auditory/Visual Models
• Music on tape/videos
• Signed/Voiced Books on Video/Audiotapes

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Fellowship

• Comprehension Strategies
• Before Reading
• While Reading
• After Reading

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What Can We Do to Provide Fellowship With
Literacy?

• Dont Just Read Them - Talk about texts
• That McDonalds Sign Wow! You recognized that
  bright yellow arch! Youre right. Those letters
  say McDonalds!
• Connect Print to Life
• You remember that other McDonalds where we ate
  on vacation??
• Connect Print to Other Print
• Youre so smart. How did you know that was
  McDonalds and not Arbys???

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Back to Fluency

• Concept recognition and retention-VOCABULARY
• Fingerspelling
• 2 sides to a coin
• Revolution story
• Strike story
• Spit story
• Bridging

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How Does This Translate for Students Who Use
Sign as Their Primary Mode of Communication???

• Bridging Language to Language
• Tu dira bien des choses chez toi.
• You say good some things home your.
• Or
• Give my regards to you family.
• Bien provecho.
• Good nourishment.
• Or
• Enjoy you meal.

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Dont Be Afraid to Fingerspell!

• Phonetic processing
• Vocabulary development
• Resources for learning
• I Can Sign My ABCs (Univ. of Chicago Press)
• My First Sign Book (Univ. of Chicago Press)
• ABC Sign With Me (T.J. Publishers)
• Handtalk An ABC of Fingerspelling and Sign
  Language
• (Macmillan Publishing Co.)
• Handtalk Birthday (Macmillan Publishing Co.)
• Handtalk Zoo (Macmillan Publishing Co.)
• The Handmade Alphabet (Scholastic, Inc.)
• Sesame Street Sign Language ABC (NAD Bookstore)
• Some of these and many more are available through
  Harris Communications (www.harriscomm.com or
  1-800-825-6758)

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Fingerspelling Tips

• Place palm-out hand at about the chin level just
  to the side of your.
• Keep a slow and steady pace while learning.
  Intelligibility not speed is the object.
• Keep hand relaxed but steady while spelling
  words, not bouncy or jerky.
• Mouth the whole word, not individual letters
  while spelling.
• When reading fingerspelling, look at the face
  and neck area of the fingerspeller.

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Fingerspelling Practice

• Man
• Dan
• Fan
• Ran
• Can
• Pan
• Ban
• Nan

• Mat
• Cat
• Fat
• Hat
• Pat
• Vat
• Tat
• Sat

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Vocabulary RetentionVisualization Structure Words

• What
• Size
• Color
• Number
• Shape
• Where

• Movement
• Mood
• Background
• Perspective
• When
• Sound

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Revolution

• What
• Size
• Color
• Number
• Shape
• Where

• Movement
• Mood
• Background
• Perspective
• When
• Sound

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Conceptual Accuracy

• Fairview Learning Corporation
• Adapted Dolch Words
• Pre-primer through 3rd grade

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The Problem With When

• At what time
• When will you leave?
• At or during the time that
• Stand up when your name is called.
• At any time that
• He is impatient when he is kept waiting.
• At which time
• We were just leaving, when it began to snow.
• Although
• We have only 3 books, when we need five.

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great

• The forest was ruined by a great fire.
• A great crowd attended the basketball game.
• Admiral Byrd was a great explorer.
• After careful thought, he made a great decision.
• This is great danger in getting to close to the
  fire.

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hard

• Is the ice hard enough for skating?
• It was a hard problem to figure out.
• He studied hard for the test.
• It is hard for him to breathe.
• He gave the boy a hard punch.
• We received a hard rain last night.
• Do you have hard water?

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have

• They have a new car.
• They have finished their work.
• I wont have bad manners at my table.
• I have been thinking about that problem all night.

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help

• Can I help you carry something?
• He couldnt help dropping the glass.
• Father pays the help each week.

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Bridging Concepts

• Fairview Learning Corporation
• Bridging
• Pre-primer through 3rd Grade

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Idioms

• Cut out
• I want the arguing cut out.
• Cut short
• The fire alarm cut short the meeting.
• Cut up
• The children would cut up when the teacher was
  out of the room.
• Dead ahead
• There was the gas station, dead ahead!
• Deep trouble
• Petes cheating got him in deep trouble.
• Do with
• I could do with a cold drink right now.

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Putting it all together

• Look for the fingerspelled terms
• Look for English concepts that may be easily
  confused with other English concepts because of
  similar/same signs. (revolution, revolt, strike,
  rebel)
• Look for English words with multiple sign
  concepts (run, strike)
• Look for bridging concepts. (wake up, get up, sit
  down)

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Little Women

• Three years went by. The March girls had become
  women. Father was home from the Army. He went
  back to his old job.
• Beth had not been well for a long time. The
  Marches felt Beth could not live too many more
  years. They watched over her with lots of love.

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Black Beauty

• The more I lived on Squire Gordons farm, the
  more I liked it. Ther were no finer people
  anywhere than Master and Mrs. Gordon. If I were
  not a horse, I would write a book about all the
  good they did for animals and people in this
  land.
• One day my master had a long buying trip to
  take. I would putt the dogcart. It was raining
  very hard. We were just about to reach the
  bridge, when a man came running. He threw up his
  hands to stop us. He said the water under the
  bridge was very high. It would be a very bad
  night.

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Treasure Island

• After breakfast, the doctor gave me a letter. I
  was to take the letter to Long John Silver. It
  was exciting to see all the ships as I walked
  past the Spy Glass Inn. I can still remember
  Silver standing near the door. He had one leg
  missing. He used a crutch to help himself walk
  around.

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Robin Hood

• The Sheriff o Nottingham was angry. He wanted
  200 dollars put on Robin Hoods head. He wanted
  the money for himself. He would send someone to
  hunt for Robin. He would hand Robin a warrant
  for his arrest.
• The sheriff found a tinker. He asked him to
  find Robin hood and give him the warrant. The
  sheriff in turn would get the money.

40
The Invisible Man

• The next morning, Kemp woke up early and went
  downstairs. The invisible man was up. He had
  put on Kemps housecoat again.
• Im feeling good this morning, Kemp. the
  invisible man said. much better. And Ive been
  thinking. You would make a good helper.
• Helper? Dr. Kemp asked. What do you mean?
• Im going to tell you the story of howI became
  invisible, said the invisible man. Then Ill
  tell you how you are going to help me.

41
Robinson Crusoe

• My bread from the ship was gone. But I did
  have about ¼ of a bushel of seed corn. If I
  could work out the ways and means, I might one
  day be able to bake bread. But I must not lose
  my seed!

42
The Man in the Iron Mask

• The day after his strange dinner at the
  Bastille, DArtagnan visited the home of a man
  who used to be a musketeer with him. He stood by
  the door and saw his dear friend Porthos sitting
  on a chair in the center of the room. There was
  clothing everywhere. Porthos had his head down.
  He looked sad.
• Dartagnan spoke up, Whats wrong my friend?
• Porthos looked up. He seemed to heer up. Im
  so happy to see you, said Porthos.
• You didnt look very happy when I walked into
  the room, replied DArtagnan.

43
Kidnapped

• There is a boat that goes back and forth from
  Torosay on Mull to the mainland of Morven. I
  made myself cozy on the ride over. The captain
  of the boat was Neil Macrob. He was one of alan
  Breck Stewarts clan.
• When we got to the mainland, I talked to Neil
  Macrob about Alan. Then I showed him my silver
  button.
• Ah, said Mr. Macrob, you are the lad with
  the silver button. I have been told to keep you
  safe.

44
The Red Badge of Courage

• Henry fell back in the line until the battered
  man was out of sight. The young man marched
  among the wounded. He wished that he, too, could
  be a hero. The fighting had cost many lives.
  But Henry was fine. He wished that he had a
  wound. A battle wound would be a red badge of
  courage.

45
Gullivers Travels

• Gulliver was brought to perform for the queen.
  But he had no chance to speak to her alone, for
  the farmer stayed near, listening to everything
  that was said.
• She spoke with him of his travels. Finally,
  she asked if he would like to come and live with
  her.

46
Dr. Jekyll and Mr. Hyde

• I walked out into the lamplit streets for the
  last time as Edward Hyde. I happily thought of
  the killing I had just done. I even thought of
  killing again. Finally, as Hyde, and with a song
  upon my lips, I drank the mixture. A few minutes
  later, I was Henry Jekyll with tears streaming
  down my face. I fell upon my knees and begged God
  to forgive me.

47
A Journey to the Center of the Earth

• Once again we began to hike our way downward,
  this time in the western tunnel. My uncle was
  certain we had chosen the correct shaft. Soon,
  the walls of the tunnel were streaked with
  threads of copper, gold and other precious
  minerals. I felt a little sad. Not many would
  ever see or use these riches buried deep in the
  earth. Our lights made the minerals twinkle. It
  was like walking through a hollow diamond. After
  a while, the dazzle began to fade and once again
  we were walking past dark rocks.

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Principles for Reading to Deaf Children

• Deaf readers translate stories using
• American Sign Language. (Fluency)
• Deaf readers keep both languages (ASL and
  English) visible. (Fluency)
• Deaf readers elaborate on the text. (Fellowship)
• Deaf readers re-read stories on a storytelling
  to story reading continuum. (Fluency
  Fellowship)
• Deaf readers follow the childs lead. (Frequency)

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• Deaf readers make what is implied explicit.
  (Fellowship)
• Deaf readers adjust sign placement to fit the
  story. (Fluency)
• Deaf readers adjust signing style to fit the
  character. (Fluency)
• Deaf readers use attention maintenance
  strategies. (Frequency)
• Deaf readers connect concepts in the story to the
  real world. (Fellowship)

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• Deaf readers use eye gaze to elicit
  participation. (Frequency)
• Deaf readers engage in role play to extend
  concepts. (Fellowship)
• Deaf readers use ASL variations to sign
  repetitive English phrases. (Fluency)
• Deaf readers provide a positive and reinforcing
  environment. (Frequency)
• Deaf readers expect the child to become
  literate. (Acceptance and Motivation)
• David R. Schleper, 1997

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References

• Bowen, S. (2004). Moving towards school,
  childrens literature. SKI-HI Curriculum, Utah
  Hope, Inc.
• Dowling, K. (2004). Creative ways to read to your
  child. Volta Voices, 11(2), 34.
• Geisel, T. S. (1961). The Sneetches and Other
  Stories. New York Random House.
• Gillet, J.W. Temple, C. (2000). Understanding
  reading problems Assessment and instruction. New
  York Addison Wesley Longman.

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• LaBerge, D., Samuels, S.J. (1974). Toward a
  theory of auotmatic information processing in
  reading. Cognitive Psychology, 6, 293-323.
• National Reading Panel (2000). http//www.nichd.ni
  h.gov/publications/nrp/fingings.htm
• Schimmel, E., Edwards, S., Prickett, H. (1999).
  Reading? Pah! (I got it!) Innovative reading
  techniques for successful deaf readers. American
  Annals of the Deaf 144 (4), 298-308.

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• Schirmer, B.R. Williams, C. (2003). Approaches
  to teaching reading. In M. Marschark P.E.
  Spencer (Eds.), Oxford handbook of deaf studies,
  language, and education. New York Oxford
  University Press.
• Snow, C.E., Burns, M.S., Griffin, P. (1998).
  Preventing reading difficulties in young
  children. Washington, DC National Academy Press.
• Watkins, S. (2004). The basics and essentials
  Booksharing Literacy every day. SKI-HI
  Curriculum, Utah Hope, Inc.