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LING 228 > Test #5 Culture > Flashcards

Test #5 Culture Flashcards

1
Q

Lev Vygotsky

A

psycologist - beleive children develope thinking and cogniztive skills while ebing guided by experts in soliving probelms together

Beleived that adults and culture shape children’s learning

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2
Q

Deaf teachers and Deaf parents

A

Deaf teachers and Deaf parents prvide language and cultural role modeling for Deaf students –> guides them in how to integrate both the deaf and cultural worlds
- ALSO halpe deaf chidlren translate their gesturs and ASL into english

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3
Q

Disciplining Deaf students

A

At school whena. crisis occurs (Such as a teen acting out) a Deaf teacher or staff memeber is pulled in to dioscipline the deaf student because often the deaf stduent is able to connect or communicate with the deaf teacher or staff member

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4
Q

Deaf people controlling education

A

Deaf people have not bee allowed to take control of their education (escpecially early childhood)

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5
Q

Role of deaf teachers

A

Help by setting up visual learning envirnments +

ALSO incorporating elements of deaf culture AND open chanels of langauge, reading, and academic learning to develope foundations of thinkning, cognition, and learing

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6
Q

Auditory and visual learning

A

Teachers can provide visual and auditory learning to support students by providing scafolding
- Deaf learners may be more dependnet on vision than hearing peers BUT some may have residual hearing that is supported by cochlear implants or hearing aids

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7
Q

Use of IQ tests

A

IQ tests - used to evaluate and plan for educational, vocational, and mental health services

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8
Q

History of deaf intelligence

A

Past - deaf people were thought to have less inteligence compared to hearing + though deaf people were conctrete thinkers rather than abstract thinkers

NOW - know that Inteligence is normally distrbuted in deaf population AND that wurg ASL you can express contcrete and abstract ideas

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9
Q

Concrete thinkers Vs. Abstract thinkers

A

Concrete thinkers - Experince the world through familiar objects and evenets

Abstract thinkers - Find principles in recurring events and solve probelms

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10
Q

Deaf people performance on IQ Tests

A

Deaf people prefrom the same as hearing people on tests of nonverbal intelogence BUT score lower on English-lanaguge based tests

***Deaf people = given english-language based IQ tests for many years –> Some deaf people were disdiasgnosed as Mentally retsraded, autistic, mentally ill and placed in inapprproate facilities

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11
Q

Junius Wilson

A

Deaf man –> was in mental hospital and prison for 6 years BUT he was never decleared insane or found guilty of any crime
- In mental hospital and prison withought being gievn apprpriate tests or accomidations

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12
Q

Understanding relationship between thought and language

A

Understanding this relationship helps us understand deaf people better because many deaf people grow up in deprived language envirnments

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13
Q

Developing thinkning skills

A

Deaf children develop thinkning skills as they experince their world through the senses

When learn lnaguage - children label their expeirnces and concepts, reorgiznate them into new patterns, and talk about them

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14
Q

Expressing thought

A

Language is not the only way to express thought

Chidlren can use langauage to form new thoughts without having the expeirnces with real objects and events

Lanauage provides kids with a system to encode + organize + remeber their expeirnces

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15
Q

Use of language for kids

A

With langauge they can tranlsate thoughts and ideas into speech + signs + getures + written symbols AND can share these with others

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16
Q

Development of cognitive skills

A

With their language skills kids can develope more cognitive skills BUT some forms of cognitive organziation and thinkning do not need language

***Deaf children who have no lanaguage are able to invent their won systems of gestures to express themsleves

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17
Q

Cycle of thinkning and language

A

We develop thinkning skills and label ideas with lanaguge THEN thinkning and language interact to create more thinkning and language

MEANS - important for deaf children to have early access to lanaguage - without language they cannot develop thinning and social skills to maximum potential

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18
Q

Thinking and language development in hearing kids

A

For hearing kids - thinikniong and lanaguge are first developed within the family circle THEN family circle widens to school communities and culture

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19
Q

Deaf children raised as bicultural people

A

Deaf children raised biculturally benefit from both families - including hearing families and deaf culture community – both provide support for thinkning + socilization + langauge development

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20
Q

Thinkning skills and cognitive abilities

A

Thinkning skills are part of a broader set of cognitive abilities

Cognitive abilities = visual attention + imagery + visual-spatial skills + memory + learning + metacognition

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21
Q

Deaf peolpe using ASL

A

Deaf people may use ASL to think + learn + remeber BUT ASL is not the only factor in development of cignitive abilities
- Backgroun + World knowldge + home/school expeirnces + language/commucation modes + lerning stradegies plat a role in development of cognitive abilities

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22
Q

How do deaf people think + learn + remeber

A

Deaf people use eyes to think + learn + remeber

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23
Q

How does deaf culture affect visual learning

A

Deaf people have similar values and behaviors that reflect their deaf cultural ways of learing through visual expeinces (different from learning through hearing)

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24
Q

Simon’s study (Study of deaf culture in an urban american deaf Community)

A

Elaborates on visual learning - writes that visual retertoire is one of the most fundemental characteristics of Deaf culture
- Visual repertoire - means that deaf people use vision in face-face communication through ASL and otehr sign communication + use visual technology devices + use reading + use writting

Ex - deaf people use smartphones to text and videophones

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25
Q

Visual Learners

A

Includes hearing kids who depend on their eyes + deaf or HOH kids learning ASL + deaf bimodal/billingual kids using Cochlear implants as their learn to talk and ASL

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26
Q

Advanatge of signning deaf kids

A

Signing deaf kids have advangtage of earlier cognitive and social skills because have better visual attention skills to attend to adult’s faces when learing languges thus speeding the acquisition process

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27
Q

Ways deaf chidlren learn lanaguge at home and schools

A

Using eyes to look (gazing behaviors) and looking with another person (joint attention)

Teachers + mothers use chidlren’s eyes to get attention + teach language and readining

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28
Q

Math and science instruction

A

teachers can develop better science and math instruction using ASL + visual aids + rotating objects

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29
Q

Visual learning aids

A

Deaf children use other types of visual learninig aids
- Deaf learners may use vision in addition to audition with hearing aids or CI to support memory and language learning

Ex. Pictures + drawings + print + movies + visual medua

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30
Q

Seeing abilities of deaf vs. hearing

A

Compared to hearing people - deaf people have the same abilities in seeing shades of color + distguishing between flashing items + visual motion BUT deaf people have better peripheral vision

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31
Q

Peripheral Vision

A

Helpful - can be good for saftey

Bad - Deaf children are easily attuned to movments in the envirnment –> they may appear easily distacted/may be diverted by stduents working next to them or be sidetracked by flickering lights

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32
Q

Best envirnment for instruction

A

Having small call size + desks in semi circlee - best for deaf students to focus on instructor (have constistent visual envirnment_

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33
Q

Deaf students in non-deaf classroom

A

Deaf students must divide visual attention

Example - watch the lip movemnts of teacher as receive spoken language through hearing aids/ CI + may have to switch attention to look at sogn of interpret

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34
Q

What are deaf students better at

A

Deaf students may be better in forming pictures in their mind + remeber pictures or objects ina room + remebering moving objects
- Deaf people who use ASL preform better than hearing signers and nonsigners on changing visual attention quickly + scanning visual material + detect motion + recognize faces

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35
Q

Leroy Colombo

A

Deaf life guard - saved many lives –> was able to quickly see and rescue swimmers

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36
Q

What do Deaf children use to learn

A

Deaf children use their memory to learn language + how to read and write + school subjects
- Poor memory skills may hold you back from learning in school

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37
Q

Deaf children memory

A

Deaf children’s memory has been tied to use of ASL

Deaf children remever than than hearing with nimbers + printed words + pictires BUT they remeber better with tasks (Ex. recognizing faces) + better memory on visual spatial tasks

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38
Q

How do deaf children remeber

A

Deaf children use visual imagry and spatial coding to remeber informatioon
- Deaf students can sue signs to remeber printed words + images _ sign phrases
- may use phonologic enciding OR sign and fingerspelling coding stedeagies

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39
Q

Phonologic encoding

A

See speech on lips and feel the information of the words on their lips

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40
Q

Metacognition

A

being able to reflect on your own thinking
- Theory of mind and excutive function = metacognitive skills that help chidlren make freinds and develop relationships

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41
Q

What do deaf teachers and peers provide

A

Deaf tecahers and peers provide modeling and conversations for deaf children so they can develope excutive functioning and theory of mind skills
- Deaf teachers provide oppertunities for deaf kids ti learn metacognitive + ToM + EF skills by signing and using own stories

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42
Q

Theory of Mind

A

The ability to understand other people’s intentions + feelngs + emtions; focuses on how people get along with others and develop empathy

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43
Q

Deaf chidlren theory of mind skills

A

Deaf children of deaf parents have Theory of Mind skilsl equal to hearing children
- Mother’s ASL skills + mom talking to deaf child about felings and beleifs = led to increased ToM scores

Deaf late signs = often don’t have conversations at home about other people’s feelings, wants, and theoughts –> they may not understand perpective of others

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44
Q

Executive functioning

A

Skills that you use to get organized + control your behaviors to get things done + problem solve
- EF skills = develop from conversations with parents about everday activities

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45
Q

Deaf children EF skills

A

Deaf children with poor langauge and memeory skills = easily distacted –> may have trouble finishing projects + may have difficulty with EF skills

Deaf kids with good EF skills can control their impulses and emotions + are flexible + can learn from past mistakes + can correct behavior

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46
Q

EF skills + School work

A

EF skills = improtant for deaf chidlren school work

Use EF to pay attention+_ apply what they learn to new sititions + contol emotions and impulases + planning + reasoning + judgment + reading

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47
Q

How can deaf children learn ToM and EF skills

A

By describing everday events + including a description of one’s emotions –> deaf children can learn about metacognition + ToM + EF
- Deaf children who have rich language base = can see and understand conversations = develop cognitive abilities

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48
Q

Babies learning language

A

Babies learning language happens without effort

Language can come from two paths - ears and eyes

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49
Q

Deaf baby learning language

A

Same as hearing babu but instead of listening to streams of sounds they will see streams of signs –> baby idetifies parts of the signs and learn to segment the sign into stream of signs
- Leads to leadning labels or names for people + objects + events
- After conversations –> baby will be able to sign and understand an unliomited numver of sentances

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50
Q

Blocked lanaguge

A

Language development is blocked for deaf child who may not be able to acquire spoken lanaguge and does not see sign early

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51
Q

Gestures for hearing babies

A

For hearing children - early getsures trun into speken words around 1 –> baby learns words and is able to develop more words + thinkning + social skills

Over time - gestures decrease - begins ti talk and speech becomes easier to use (may still use gestures to support spoken language)

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52
Q

Deaf children + Gestures

A

Deaf children ALSO learn to communicate through gestures + some vocalizatino + names of objects + familiar activities to build langauge/thinkning/social skills

53
Q

Deaf babies in hearing family

A

Deaf children born into hearing family - learning of ASL ahppens at different times
- Typically deaf children of hearing parents are exposed to speken language then learn sign later –> puts kids at risk of langauge deprivation

54
Q

Hearing family learning ASL

A

Hearing families often learn ASL at the same time as children –> deaf children still benefit from parents signing with them

Parents who have difficulty learing ASL can still communicate with defa chidlren through gestruing + play activities + drawing/writting

55
Q

Play + deaf children

A

Play = important for deaf child’s thinkning + social + language development

Study of deaf child with deaf parents –> play behaviors were similar to hearing children BUT behaviros differened depending on who she was plaing with and the kind of play center

56
Q

Deaf chidlren play behaviors

A

Deaf children with hearing parents - have simialr early play behaviors in early stages of play BUT when symbolic behavior or language becomes important deaf chidlren experience delays

57
Q

ASL + Speech + hearing development milstones

A
58
Q

Motherase

A

Special lanaguge mothers use with babies

Also called “Child directed speech”

Includes - deaf mothers repeat signs + exagerate + sign slower to make sure the baby is seeing and understanding the sign
- Mom might make sign of bab’s body or on objects
- It sets up conversational triangles usinhg space (pointing to object whiel maintaining eye contact with child)

59
Q

Babbling

A

Hearing and deaf babies babble vocally BUT deaf babies stop voaclly babling at 6/7 months if they do not hear sounds

Deaf babies use fingerbabling and vocal babling (prodice sounds and handshapes in expected and regular sequneces)

60
Q

Progession of lanuage development from babling

A

Hearing babies - progress to one-word stage ising a sequence of sounds that resemble words

Deaf babies - make a seuqnce of handshapes that are similar to signs

***First spoken words and signs are made alone but after the babies aquie 10 signs and words they start yo combine them into two-word sentances –> sentances begin to expand as the toddler aquires grammar

61
Q

Language development 2-3 YO

A

From 2-3 —> vocab increases and child begins to use pronouns

Deaf toddler learns more grammar with signs + body movements + Facccial expressions

62
Q

Language development 4-5

A

Dead and hearing child have learned most of the grammar + have vocab of 8000 signs or words AND can understand thousands more

63
Q

Deaf children who use sign and spoken language

A

Deaf children who use sign and spoken languages will mix the two –> provides them with additional resources in language learning
- Over time they will learn to seperate the two languages with some peers and mix the languges with hearing nonsigners

64
Q

Challenge for deaf children who use audtitory and ASL

A

Challenge for deaf children who use oral/auditory appreaches AND for thsoe who use sign to understand spoken converstaions

65
Q

Indcidental learning

A

Deaf children do not have the same incedietakl learning oppertunities (hearing conevrstaions at breakfast table or at grocery store) as hearing kids
- Deaf children don’t have oppertunities for indecidental langauge learning

66
Q

Envirnment + Language learning

A

Envirnmnet is key for language learning

Parents + caregivers + tecahers using open visual and auditory oathwas = deaf child can pick up langauge from birth –> as child gros their langauges (sign and spoken) develop

67
Q

Effect of language deprivation

A

Because of language deprivation many deaf children enter preschool and kindergarden having to learn language and liteacy at the same time
- Often do not have the vocabulary and grammr to learn the concepts in class

68
Q

Common language challenses

A

Limited cobuylary + english grammar + dificulty with grammatical marjers (Ex. ed and er endings)

Deaf chidlren may have diffuclty in conversational tunr-taking + asking for clarification + communication to teacgher what they do not know

69
Q

Brain

A

hub that controls processes of thinkning + language + social skills

***Neuroscietists = intersted how thinkning + spoken/signs/written lanaguges are processed by the brain

70
Q

Where is language processed

A

Language is porcess in the left hemisphere of the brain
- Broca area = language production
- Werkicke area = language comprehension

***Past = only studied deaf peple who had strolkes to analyse language impairment skills in Borca and Werkinck area

71
Q

Studying language processing todaty

A

Today nueroscietsis have neuroimaging technology tools (fNIRS) + they can study the brains of babies and children who are aquiring two loanguage or are bimodal

72
Q

fNIRS

A

Brain imaging technology that allows scietsits to view nueron activity in the brain

73
Q

Processing of language

A

Spoken and signed languages stimulate languages centers of brain – doesn’t matter if auditory or visual
- Brain looks for patterns

74
Q

Spoken language billigualism vs. bimodalism

A

Speon language billigualism (Speking english and spanish) is different from bimodal biligualism
- BB = uses two modailities (visual in ASL and oral/aural in spoken language)
- Bimodal = use code-blends NOT code-switches –> means the same information is expressed at the same time

75
Q

Children becoming biloigual

A

Receiving biligual exposure before 5 is the best tim to aquire two lanaguge
- Chidlren do not have language confusion
- Exposure to two langauges = positivley affect person’s language + culture + cognition

76
Q

Benefits of billigualism

A

Thinkning + cognitive + lanaguge skills + social skills are fostered when child develops biligualism

77
Q

Biligualism for deaf vs. hearing children

A

Different for deaf and hearing - major difference is that the home langiage of deaf biliguals is not ASL + ASL and english sue different modalities which impacts learining of language
- Can take years for deaf children with hearing parents to devlope ASL and english (some deaf kids develope english has first lanaguge and then learn ASL OR might be exposed to english but then learn ASL and switch to consider ASL to be doiminnat language)

78
Q

What lanaguge skills should child have

A

Child should have string conversational skills in first lanaguge at home before starying school
- Not always possible with deaf kids in hearing family –> often arrive at school with little language skills

79
Q

What happens if child has week language skills before starting school

A

Teachers need to teach languages AND academic content at the same time –> makes it harder for teacher and deaf child
- Because of poor language enveirments before school - many deaf children try to ctach up in lanaguges at home and school

80
Q

Nsames for biuligual enducation

A

bi-bi, sign biligualism, sign/orint biligualusm, ASL/english biligualism

80
Q

Deaf children’s bilugulaims

A

Needed in order tof unction in deaf and hearing worlds
- use ASL and english on contiumum of ASL to english - depends on language aptitude + prescen of role models + motication

81
Q

Recomedation of bilugualism

A

Bilugialism is recomdemnded for deaf students
- Reomcdned in Asia - where sign is used as first language to develip written and spoken lnaguage as second language

82
Q

Global goals of biligualism

A

Build social and academic language skills in sign and written language

83
Q

Begining of billigualism

A

Since establishment of school for deaf (1817) - teachers have been using two lanaguges in deaf scholls because that is what deaf adults use

New = the approach is organized to teach ASL and english

84
Q

How is biligualism taught

A

In some classes - instruction uses ASL and spoken langauges/sign supported speech/MCE tis used to teach english

85
Q

Use of spoken language

A

Use if spoken language in biligual programs differs –> teachers in Total communication or Simultaneous communication may use biligual stedegies (Code swicthing + tranlsation + chaining)
- Programs differ on how much teachers use ASL grammar

86
Q

New development in bilugual appraches

A

new development = application of billingual theories - work of biligual and second language thepriosts have been applied to work with deaf children

87
Q

Characteristics of ASL/english billigual programs

A
  1. teacher provides background knowdlge in ASL
  2. ASL is used at the language of instraction
  3. Literacy is provided with meaning-based bridging and mapping stradegies from ASL to english
  4. students are provided instruction in grammar of ASL and english
  5. Teachers are provided with training in how to use and teach useing ASL/english bilogual birdging and mapping stradegies
88
Q

Benefits to ASL/English Biligualsms

A
  1. Most deaf adults use both ASL and english - makes sense to start the learning of the two languages as early as possible
  2. Deaf child has right to learn ASL as first language
  3. Students who shaoed ASL proficienet on tests also have proficieney in english reading comprehension
89
Q

Argument #1 against biligualism

A

Hearing family memebers may not learn ASL so deaf kids must learn ASL from freinds –> means child may not have native ASL signers around + do not learn ASL until childhood or later (Affects ASL skills)

90
Q

Argument #2 against biligualism

A

Oppenetnts say that it is more important for deaf chuld to integrate into hearing world = they should learn to talk
- Beleive it is bad for deaf person to need to depend on interpreter because it lessens independence

91
Q

Argument #3 against biligualism

A

ASL hurts child’s spoken language aquisition and delays english literacy –> NOT always true
- Biligualism doesn’t delay speech or literacy if child has enough exposure to ASL

92
Q

Argument #4 against biligualism

A

It is hard to provide deaf children with strong native models of ASL in school
- Most defa kids are edicated in public schools where it is hard to set up biligual education
- residential school have more deaf students and teachers = have community to easily set up bilicgual/bicultural programming

***There are public day schools + charter schools + coenrollment programs that have set up biligual classrooms

93
Q

ASL/english boligual Framework

A

Used to train teachers in ASL/english methods
- Used woth K-12 Teachers and preservice teachers
- Had been modified for early childhood programs (included signing deaf kids and kids who have CI)
- Deelivered to 300 teachers and students in 14 schools over 10 years

94
Q

What did ASL/english bilugual curriculum look at

A

Teachers working on project examined theories in biligualism/ESL + first and secon language acquisistion + whole language + English literacy development –> applied ideas to teaching deaf students

***One teacher noted that ASL skills are better than english + importent for kids to be given information in primary lanaguge

95
Q

Emphisis in ASL/english biligual porject

A

Project emphisized the importance of sigining deaf adults cultural views on education

96
Q

What does Nover’s ASL english biligual model incorporate

A
  1. Biligual approach with ASL dominance - includes watching and attending to signs and speech + FS + reading fingerspelling + reading + writting + type + speechreading + listening
  2. ESL apporach –> focus on english skills

AFTER foundation in ASL and english –> child can use ESL

97
Q

What is used in ASL/English biligual apprach

A

use bridging stadegies –> tranlsation of texts + codeswitcing (at workd, phrase, sentnace, story levels) + using ASL expressions + chaining + sandwhiching + bridging + chuncking + ASL summaries and translagauging

98
Q

Reading and writting for deaf people

A

Useful when communicating with hearing people + tool for thinkning and learning
- Provide students with chenale to dealope thinkning + langauge + world knowldge

99
Q

Deaf child learning to read

A

Takes deaf child 3-4 years longer than hearing to learn to read because of early langauge deprivation
- Deaf kids graduare from high school with 4th grade reading (issue is we should compare defa kids to hearing biligual kids not hearing monoligual kids – if changed tests scores may differ) ALSO don’t take into account language deprication (may lead to different outcomes)

100
Q

Deaf kids of deaf parents learning to read

A

Deaf children of deaf parents = easier time learing to read because they had early langiage since birth

Deaf children of hearing parents have more difficulties because of language deprivation –> kids dont have early language + don’t have early experince sthat lay the foundation for literacy

101
Q

Hearing children reading

A

One level - reading requires them to use background knowlege + schema + english structure knowldges –> COMPRHENSION

Second level –> reaidng involoves children learning how segements sound then map spoken lanoage onto print (learn alphabetic principle) –> leads to understand grapgeme (letter) to phoneme (sound) connections

102
Q

How do deaf children learn to read

A

Teachers teach deaf children how to read before they have a string lanagueg base in english or ASL
- many learn eanglisg through reading english

SOme reaserachers claim that defa children learn to read the same as hearing - say that if child has CI then reaidng skills can develop similarly to hearing kids even though there is some language deprivation

103
Q

Second approach for deaf kids

A

Focus on how deaf children use ASl and fingerspelling to figure out the meaning of print

Signing deaf child need reading frameowrks that provide full natural access to lanaguge to develope reaidng skills

104
Q

FNew Frameworks to tecah deaf kids to read

A

Alternate frameworks that incorporate ASL and FS to bridge to print have been made
- these don’t use sound system INSTEAD deaf children need social ASL

AS develop social ASL they will recognize patterns in sign and print by using visual phonology –> phonologic usters are mapped into english print during reading

105
Q

Visual phonology

A

Using the structure of signs and signed sentances + FS + orthographic patterns of letters

Pattern recognization of the smallest units of language = skill all langauge learners must learn

106
Q

Visual framworks to teach reading

A

6 visual frameowrks have been made to teach reading
- ALL suggest deaf children can be biligual (both ASl and english can be used to read neglish)
- ALL support use of cultural role models in tecahing of reading
- ALL support idea that repetative regularities of the structire of ASL and FS and print can give deaf child tool (being visuak ohnology) to brdige learning of english without the use of sound

Models = Allen + MacQauee and Parilla + Hoddmeister and Harris + Andrews + Kintze/Golos/Enns + Suppala/Cripps

107
Q

Allen study

A

Found that ASL receptive skills and FS skills are related top child’s academic model

108
Q

How do deaf children anaylyze letters

A

Deaf children anyalyze letters differentley than hearing children do - defa readers don’t use soudnds instead use patterns in ASL and print to read

Mcqaurie and Parilla model

109
Q

Hoffmeriser and harris model

A

Deaf children learn second language through print

Deaf child maps signs to print –> child maps sentances + idions + metaphors to print –> use bilugiualism to learn more english

110
Q

Andrews visual model

A

Uses top down apprach for early literacy
- Using ASL summaries + think-alouds in ASL comprises top-down reaidng stradegies

Usses picture books in english that are translated into ASL to begin tecahing of reaidng

***Kids is given whole story books to have expeirnce of being a reader rather than presneting words or signs in isolation

111
Q

Kuntze/Golos/Enns model

A

Early lietarcy begins with ASl + visual engament + emergent literacy + social medicaton + english print + literacy and deaf culture

ALSo includes reading practices deaf parents use with siging families that socialize deaf kids into becoming readers

112
Q

Supalla and crpps visual approach

A

Propose using sign writting to teach reading to deaf kids

Deaf child begin by matching objects with pitctures of manual sign THEN taight new writting sustem call ASL-phabet to gloss english print THEN given resouce bookj with gloss text where ASL graphemes are written in a light to crease sign equivilents of english words
- Doesn’t mean deaf children never need sound system to further deelop reading skills

113
Q

Visual Frameowrks (Overall)

A

Frameworks are meaning based - provide deaf children with ASL/english early reading skills
- provide acess to ASL and english to develop English literacy
- Doesn’t mean spoekn language is dropped - can still be encorporated but emphsize developing ASL that can be bridged to english (goal of helping kids use both ASL and english to learn more english)

***Apraches can be blended

114
Q

Usefulness of signing to develop reading skills

A

Usefulness of signing to develope readnig skills have been found with deaf kids learning words + phrases + reading comprehesnions

Studies show that readers with high proficiencey in ASL have higher reading comprehension scores

115
Q

Outcome of ASL bilugial training

A

Study of outcomes of kids who had tecahers who used biligual training –> shows students made gains that were ahead of reading comprehension skills compred to norminhg sample

Deaf kids in TC program compared to kids with biligual program –> found that stidnets in TC program made even more gains
- TC = still use ASL/english biligual stradegies such as codeswitching + tranlsation + chaining (just not ASL grammar)

BOTH = shows that sign facilitated reading comprehension skills

OVERALL - signing impacts the learning of reading BUT we need to better understand how deaf students use their ASL + FS to learn to read english

116
Q

Lang et al study

A

reported gains in reading and math skills for kids in biligual program that used ASl + Spoken/written english

117
Q

Defecit apprach

A

Calatgaging the defcient phonologic + vocabulary + syntax englisgh testing

This was the convential reserach for decades

NOW framworks for reading moe away frm defeciet models towards observing deaf students in the act of reading to document theor behaviors to build more effective reading stradegies
- Readiing of deaf students typically include signing and FS

118
Q

Deaf adults choosing CI

A

Now more deaf adults are choosing CI for themsleves and for kids because it can open up another sensory avenue for commuication in the larger hearing world

119
Q

Benefit #1 to CI

A
  1. Imprivments in speech perception and productions + have imporvments with literacy and academic acheivment
  2. CI provide kids with access to conversations - child can learn to cnnect sounds with menaings = understand spoken language
120
Q

Challenges to CI

A
  1. Involoves surgery + follow-up + reiment of speech thearpy
  2. Parents and teachers need traing in how to manage implants + chnage batteres + make sire that mapping of speech porcessor us updated and background noise and revertabration is reduces in class
  3. Teachres need to maximize oppertunities for child to be in spoken language envirnment + must wtacj to see if child becomes frustrated + provide follow up suppirt
121
Q

Concern of professions for kids with CI

A

Deaf child will not receive enough spoekn lanuage supprt in class espcially if child goes to a school for deaf where signing is lanaguge of instarction BUT schools for the deaf met these challanges
- Schools made classes that provide instruction in spken lnafauge for academic subjects
- ALSO have p[[ertunities for kids with CIs to interacts with deaf peers and adukts (gial is devloping ASL/english biligual students in supportive envirnmnet)

122
Q

Do all deaf kids learn english through CI

A

Not all kids with CI can learn english with implants - some rely on cues speech to learn spoken language
- Might ise Sign supported speech or TC
- Might use bimodal apprach to support learning of spoken language
- May vary in use of visual language thriughout life (might use gestures and speevchreading as young kid but use TC or ASL as they get older as infomration lead in class increases_

123
Q

Outcomes of deaf children with CI

A

Devices hekp develope speech perdecption + speech priodyction skills + some liteacu skills
- deaf kids learning style may affect CI outcome

124
Q

Different perceptions in kids with CI

A

Some may have auditory learining capabilties + others may be visually orientated + some use both
- many singing deaf kids use implant ti supprot development of spken english

125
Q

Parents wrestling with idea of implanting child

A

CI may result in been speech production and perceptions skills BUT implant does not neceasily resuly in typical reading acheivment
- Kids with implant have lower reading scores

126
Q

Do deaf chidlren catch up with hearing monoligual kids

A

It has been suggested that CI allows deaf kids to learn and master spoken english - catch ip to hearing monoligual kids language development BUT studies found taht hearing kids outpreformed deaf kids with CI and no CI on measures of word and world knowledge
- world knowdlge was lower than hearing kids EXCEOT on geography (which is expctly taught in school)

Studies concluded that niether CI or signing guarentee equivilent learning outcomes for deaf kids compared to hearing kids

127
Q

What is helpful for deaf kids

A

Helpful for deaf kids (with and without CI) to be taught in ways that provide rich langauge learning envirnments capable of building on child;s congnative + langueg + background learning

LING 228 (16 decks)

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