3 Matching Annotations
- Nov 2024
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academic.oup.com academic.oup.com
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Considerations for Literacy Instruction for DHH Students
- Wait time - 3+ seconds
- Time on Task - repetition
- Learner Motivation - what motives the learner to want to read or engage with literature.
- Learning Standards - (US) pre and post tests to show growth
- Breadth and Depth - collaboartion amongst all practitioners workign with DHH student, negotiating how much of the content is needed to be mastered to meet IEP and grade requirements.
- Accommodations and Modifications - TDHH must prompt and remind CT to implement adaptations.
- Interpreters
- Hearing Technology - CT know how tech supports the student, CT ask student about preferences, CT aware of listening fatigue
- Learning Environment - visual and auditory environment 10 - Digital Devices - contributor to literacy acquisition
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although less-than-fluent exposure to sign language is still beneficial for DHH learners (Caselli et al., 2021)
Quote - for the use of ASL...even it is not at a high level.
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Around the 1970s and 1980s more holistic approaches, called top-down approaches, were developed (Goodman, 1986; Nunan, 1991) and students were taught strategies for unlocking the meaning of printed material even if they had not mastered earlier foundational skills. In top-down approaches, children constructed meaning by activating and applying prior knowledge. The argument was that readers would learn decoding skills more easily within the context of known information. As a result, the idea of balanced literacy became prominent in the 1990s.
SD60: Balanced Literacy strategy - top-down approach.
knowing the meaning of the word using APK and decoding skills would come due to knowing context of known information.
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