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Related Experiment Videos

How hard-of-hearing and deaf children learn their names

C J Rottenberg1, L W Searfoss

  • 1Council for Initiatives in Jewish Education, Roswell, Georgia.

American Annals of the Deaf
|October 1, 1993
PubMed
Summary

Preschool children who are hard-of-hearing or deaf learn name literacy through immersion and exploration. They discover names express identity via teacher guidance and rich language environments.

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A deaf child learns to read.

American annals of the deafยท2001
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Area of Science:

  • Early Childhood Education
  • Special Education
  • Literacy Development

Background:

  • Literacy acquisition in deaf and hard-of-hearing children presents unique challenges.
  • Understanding early literacy learning processes is crucial for effective intervention.

Purpose of the Study:

  • To explore how preschool deaf and hard-of-hearing children develop literacy skills in reading, writing, and spelling/fingerspelling their names.
  • To identify key factors influencing name literacy development in this population.

Main Methods:

  • Qualitative study conducted over 9 months in two preschool settings for deaf and hard-of-hearing children.
  • Data collected through classroom observations, field notes, and analysis of children's drawing and writing samples.
  • Involved 4 hard-of-hearing and 3 deaf children.

Main Results:

  • Children learned names are powerful identity expressions.
  • Learning occurred through teacher demonstrations and immersion in literacy-rich environments.
  • Opportunities to explore written language were vital.

Conclusions:

  • Early exposure to print and guided exploration facilitates literacy development in young deaf and hard-of-hearing children.
  • Name-based literacy activities can be a powerful tool for identity formation and language acquisition.
  • Creating supportive, language-rich preschool environments is essential.

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