Download Dancing with Words: Signing for Hearing Children's Literacy by Marilyn Daniels PDF

By Marilyn Daniels

One of many most efficient experts at the use of signal language with listening to kids offers a consultant for academics and oldsters who are looking to introduce signing in listening to kid's language improvement. Marilyn Daniels presents a whole cause of its use, a quick background of signal language and its basic function in the Deaf group, an identity of the stairs to studying good fortune delineated with feedback for incorporating signal language, and the result of reports and reactions of kids, lecturers, and fogeys. She exhibits how signal language can be utilized to enhance listening to kid's English vocabulary, examining skill, spelling talent, vainness, and luxury with expressing feelings. Signing additionally allows conversation, aids academics with lecture room administration, and has been proven to advertise a more well-off studying atmosphere whereas starting up an curiosity and exuberance for studying at the a part of scholars.

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Additional resources for Dancing with Words: Signing for Hearing Children's Literacy

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I began teaching at Penn State University and maintained my interest in discovering more about the relationship between ASL and English. In the service area for the Scranton State School for the Deaf in northeastern Pennsylvania where my campus was located, I heard the same report. Debra Maltese, North East Regional Director for the Deaf and Hearing Impaired, wondered why many of the interpreters who worked with the local Deaf community noticed in their roles with hearing children and Deaf parents that the bilingual youngsters were gaining excellent competence in English.

Because sign initiates a clear image of the letter and its sound and the word and its referent, viewing signs, generating signs, feeling signs, and finger- 26 Getting Started spelling words, while hearing and seeing print, provide a visual and motor link to the meaning processor. To reiterate one final time, reading begins with learning the alphabet. You must teach the part as a whole (ABC) so the listener will respond to parts as wholes and learn the sequence letter-word-phrasesentence. Identify letters and link the letters to the sounds, proceed to link the letters to the words, link the words to meanings, and progress to link the words to phrases, and continue the linking process with a complete sentence.

Research Study In fall 1991 and spring 1992, with the help of Debra Maltese I located fourteen children whose parents consented to their participation in the testing project. The children were all tested on Saturday afternoons at the Scranton State School for the Deaf. This location was selected because they were familiar and comfortable with the surroundings. The children all had normal hearing. They learned ASL as preschoolers and were fluent in it and in English. With the exception of one child, who was the daughter of an interpreter, they all have one or more Deaf parents.

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