iowa signing e-book

Iowa Signing EIowa Signing E--BookBook

Vannesa Mueller, MA, CCCVannesa Mueller, MA, CCC--SLPSLP

Richard Richard HurtigHurtig, PhD, PhD

Debora Downey, MA, CCCDebora Downey, MA, CCC--SLPSLP

AichaAicha RochdiRochdi, MA, MA

Peggy Daugherty, MAPeggy Daugherty, MA

University of IowaUniversity of Iowa

ASHA 2005ASHA 2005

Reading Skills: Then and NowReading Skills: Then and Now

1917 1917 –– Pinter and Patterson reported Pinter and Patterson reported

that 14that 14--16 year old Deaf children read 16 year old Deaf children read

at about the same level as a 7 year old at about the same level as a 7 year old

hearing childhearing child


The average Deaf student graduating from The average Deaf student graduating from

high school reads at approximately the 3high school reads at approximately the 3rdrd

or 4or 4thth grade level. grade level. ((KarchmerKarchmer, , MiloneMilone, & , & WolkWolk, ,

1979; Allen, 1986; Center for Assessment and 1979; Allen, 1986; Center for Assessment and

Demographic Studies, 1991; Allen, 1994; Holt, 1994; Demographic Studies, 1991; Allen, 1994; Holt, 1994;

Holt, 1997; Holt, 1997; TraxlerTraxler, 2000) , 2000)

Reading Skills: Then and NowReading Skills: Then and NowAllen (1986)

Results of the SAT-HI

(6th Edition)

Reading Skills: Then and NowReading Skills: Then and Now�� KarchmerKarchmer & Mitchell (2003) & Mitchell (2003)

Results from the SATResults from the SAT--HI (9HI (9thth Edition)Edition)

750

725

700

675

650

625

600

575

550

525

500

475

450

425

400

8 9 10 11 12 13 14 15 16 17 18

1983 - Deaf

1974 - Deaf

1996 - Deaf


10th

5th

4th

3rd

2nd

1st

1982, 1996 - Hearing


�� Wake et al. (2004)Wake et al. (2004)

�� Deaf subjects scored lower than hearing subjects Deaf subjects scored lower than hearing subjects

on measures of receptive and expressive on measures of receptive and expressive

language, vocabulary, written language, and language, vocabulary, written language, and

general academic skills.general academic skills.

WhyWhy

�� Decoding Decoding

�� English syntaxEnglish syntax

�� English vocabularyEnglish vocabulary

�� NonNon--literal languageliteral language

�� Phonological Awareness SkillsPhonological Awareness Skills

�� Lack of background knowledgeLack of background knowledge

�� Lack of Early Exposure to LiteracyLack of Early Exposure to Literacy

Lack of Early Exposure to LiteracyLack of Early Exposure to Literacy

��More than 90% of Deaf children have More than 90% of Deaf children have hearing parents.hearing parents.

�� Parents and children do not have a shared Parents and children do not have a shared language.language.

�� Parents do not have the capacity to read Parents do not have the capacity to read ““aloudaloud”” to their childrento their children

�� MarscharkMarschark & Harris (1996)& Harris (1996)

ApproachesApproaches

�� Early interventionEarly intervention

�� Computerized Computerized

�� RosieRosie’’ss WalkWalk

�� Paws Paws SignsSigns StoriesStories

�� Parent supportParent support

�� Shared Reading ProjectShared Reading Project

RosieRosie’’s Walks Walk

Paws Sign StoriesPaws Sign Stories

Shared Reading ProjectShared Reading Project15 Principles for Reading to Deaf Children15 Principles for Reading to Deaf Children

�� Translate stories using ASLTranslate stories using ASL

�� Keep both languages visibleKeep both languages visible

�� Elaborate on the textElaborate on the text

�� ReRe--read stories on a continuumread stories on a continuum

�� Follow the childFollow the child’’s leads lead


�� Make what is implied explicitMake what is implied explicit

�� Adjust sign placement to fit the storyAdjust sign placement to fit the story

�� Adjust signing style to fit the characterAdjust signing style to fit the character

�� Connect concepts in the story to read worldConnect concepts in the story to read world

�� Use attention maintenance strategiesUse attention maintenance strategies


�� Use eye gaze to elicit participationUse eye gaze to elicit participation

�� Engage in role play to extend conceptsEngage in role play to extend concepts

�� Use ASL variations to sign repetitive English Use ASL variations to sign repetitive English

phrasesphrases

�� Provide a positive and reinforcing environmentProvide a positive and reinforcing environment

�� Expect the child to become literateExpect the child to become literate









�� Connect concepts in the story to read Connect concepts in the story to read worldworld



�� Engage in role play to extend Engage in role play to extend conceptsconcepts

�� Use ASL variationsUse ASL variations

�� Provide a positive and reinforcing Provide a positive and reinforcing environmentenvironment


�� Maintain attentionMaintain attention

















�� ElaborateElaborate


















�� Make the Make the text accessibletext accessible


















�� Make the Make the text accessibletext accessible

�� Be positiveBe positive

Advantages of TechnologyAdvantages of Technology

AlessiAlessi & & TrollipTrollip (2001) (2001) –– situations in which using situations in which using technology may be beneficialtechnology may be beneficial

�� Subject matter is difficult to teach by other Subject matter is difficult to teach by other techniquestechniques

�� Much practice is necessaryMuch practice is necessary

�� Motivation is absentMotivation is absent

�� Logistic difficulties exist in conventional teaching Logistic difficulties exist in conventional teaching methodsmethods

�� Learner has special needsLearner has special needs

Advantages of TechnologyAdvantages of Technology

�� Support for Hearing ParentsSupport for Hearing Parents

�� Enhancing speech perception and Enhancing speech perception and

productionproduction

More specific to Deaf childrenMore specific to Deaf children

Literacy to Promote LanguageLiteracy to Promote Language

�� Shared reading enhances language growth Shared reading enhances language growth (Dickenson & Snow, 1987; Dickinson & Tabors, 1991; (Dickenson & Snow, 1987; Dickinson & Tabors, 1991; SenechalSenechal, , LeFevreLeFevre, Thomas, & Daley, 1998; Snow, 1983; Bus, van , Thomas, & Daley, 1998; Snow, 1983; Bus, van IJzendoornIJzendoorn & & PellegriniPellegrini, 1995; , 1995; LoniganLonigan, 1994; Payne, Whitehurst, & Angell, 1994; , 1994; Payne, Whitehurst, & Angell, 1994; Snow, Burn, & Griffin, 1998)Snow, Burn, & Griffin, 1998)

�� Using storybooks to enhanceUsing storybooks to enhance……

�� Conversations between child and parentConversations between child and parent

�� Vocabulary Vocabulary ((WasikWasik & Bond, 2001)& Bond, 2001)

�� DecontextualizedDecontextualized language skillslanguage skills

�� Receptive & Expressive language skillsReceptive & Expressive language skills

Example of an EExample of an E--Book pageBook page

Picture from a real book

Page turn buttons

Signed sentence

Audio capabilities

Individual word signs

Question button

EE--Book functionsBook functions

Example of a comment pageExample of a comment page

Clicking on the hat will take the user to a comment page

EE--Book functionsBook functionsExample of a question pageExample of a question page

Clicking on the answers will take the

user to an answer page

ReferencesReferencesAlessiAlessi, S. M. & , S. M. & TrollipTrollip, S. R. (2001). , S. R. (2001). Multimedia for learning: Methods and development. Multimedia for learning: Methods and development. Boston: Boston: AllynAllyn and Bacon.and Bacon.

Allen, T. E. (1986). Patterns of academic achievement among heaAllen, T. E. (1986). Patterns of academic achievement among hearing impaired students: 1974ring impaired students: 1974--1983. In A. 1983. In A. SchildrothSchildroth & M. & M. KarchmerKarchmer (Eds.), (Eds.), Deaf Children in AmericaDeaf Children in America, (pp.161, (pp.161--206). San Diego, CA: College Hill.206). San Diego, CA: College Hill.

Allen, T. E., Lam, K. H., Allen, T. E., Lam, K. H., HottoHotto, S.A., & , S.A., & SchildrothSchildroth, A. N. (1994). , A. N. (1994). Young deafYoung deaf adults and the transition from high school adults and the transition from high school to postsecondary careersto postsecondary careersWashington, DC: Center for Assessment and Demographic Studies.Washington, DC: Center for Assessment and Demographic Studies.

Bus, A. G., van Bus, A. G., van IJzendoornIJzendoorn, M. H., & , M. H., & PellegriniPellegrini, A. D. (1995). Joint book reading makes success in learning to , A. D. (1995). Joint book reading makes success in learning to read: A metaread: A meta--analysis on intergenerational transmission of literacy. analysis on intergenerational transmission of literacy. Review of Educational Research, Review of Educational Research, 65, 165, 1--21. 21.

Center for Assessment and Demographic Studies. (February 1991).Center for Assessment and Demographic Studies. (February 1991). Hearing impaired norms booklet: Including Hearing impaired norms booklet: Including conversions of raw score to scaled score and grade equivalent anconversions of raw score to scaled score and grade equivalent and aged age--based percentile ranks for all levels of hearing loss and severebased percentile ranks for all levels of hearing loss and severe--profound losses only. profound losses only. Washington, DC: Gallaudet Washington, DC: Gallaudet UniverstiyUniverstiy, Gallaudet Research Institute. , Gallaudet Research Institute.

Dickenson, D, K., & Snow, C. (1987). Interrelationships among pDickenson, D, K., & Snow, C. (1987). Interrelationships among prere--reading and oral language skills in reading and oral language skills in kindergarteners from two social classes. kindergarteners from two social classes. Early Childhood Research Quarterly, 2Early Childhood Research Quarterly, 2, 1, 1--25. 25.

Dickinson, D. K., & Tabors, P. O. (1991). Early literacy: LinkaDickinson, D. K., & Tabors, P. O. (1991). Early literacy: Linkage between home, school, and literacy ge between home, school, and literacy achievement at age five. achievement at age five. Journal of Research in Childhood Education, 6Journal of Research in Childhood Education, 6, 30, 30--46. 46.

Holt, J. (1994). Classroom attributes and achievement test scorHolt, J. (1994). Classroom attributes and achievement test scores for deaf and hard of hearing students. es for deaf and hard of hearing students. American American Annals of the Deaf, 139Annals of the Deaf, 139, 430, 430--437.437.

Holt, Judith A., Holt, Judith A., TraxlerTraxler, Carol B., and Allen, Thomas E. (1997). Interpreting the Scores, Carol B., and Allen, Thomas E. (1997). Interpreting the Scores: A User's Guide to the : A User's Guide to the 9th Edition Stanford Achievement Test for Educators of Deaf and 9th Edition Stanford Achievement Test for Educators of Deaf and HardHard--ofof--Hearing Students. Gallaudet Hearing Students. Gallaudet Research Institute Technical Report 97Research Institute Technical Report 97--1. Washington, DC: Gallaudet University. 1. Washington, DC: Gallaudet University.

KarchmerKarchmer, M. A., , M. A., MiloneMilone, M. N., & , M. N., & WolkWolk, S. (1979). Educational significance of hearing loss at three , S. (1979). Educational significance of hearing loss at three levels of levels of severity.severity. American Annals of the Deaf, American Annals of the Deaf, 124, 97124, 97--109. 109.

KarchmerKarchmer, M. A., & Mitchell, R. E. (2003). Demographic and achievement, M. A., & Mitchell, R. E. (2003). Demographic and achievement characteristics of deaf and hardcharacteristics of deaf and hard--ofof--hearing students. In M. hearing students. In M. MarscharkMarschark & P. E. Spencer (Eds.), & P. E. Spencer (Eds.), Oxford Handbook of Deaf Studies, Language and Oxford Handbook of Deaf Studies, Language and EducationEducation (pp. 21(pp. 21--37). Oxford: Oxford University Press. 37). Oxford: Oxford University Press.

LoniganLonigan, C. J. (1994). Reading to preschoolers exposed: Is the emperor, C. J. (1994). Reading to preschoolers exposed: Is the emperor really naked? really naked? Developmental ReviewDevelopmental Review, , 1414, , 303303--323.323.

ReferencesReferences

MarscharkMarschark, M., & Harris, M. (1996). Success and failure in learning to r, M., & Harris, M. (1996). Success and failure in learning to read: The special case (?) of deaf children. ead: The special case (?) of deaf children.

In C. In C. CornoldiCornoldi & J. & J. OakhillOakhill (Eds.), (Eds.), Reading comprehension difficulties: Process and intervention Reading comprehension difficulties: Process and intervention (pp. 279 (pp. 279 –– 300). 300).

Mahwah, NJ: Erlbaum.Mahwah, NJ: Erlbaum.

Moeller, M. P. (2000). Early intervention and language developmMoeller, M. P. (2000). Early intervention and language development in children who are deaf and hard of ent in children who are deaf and hard of

hearing. hearing. Pediatrics, 106Pediatrics, 106, 1, 1--9. 9.

Payne, A., Whitehurst, G., & Angell, A. (1994). The role of homPayne, A., Whitehurst, G., & Angell, A. (1994). The role of home literacy environment in the development of e literacy environment in the development of

language ability in preschool children from lowlanguage ability in preschool children from low--income families. income families. Early Childhood Research Quarterly, 9Early Childhood Research Quarterly, 9, 427, 427--440. 440.

Pinter, R., & Patterson, D. (1917). A comparison of deaf and hePinter, R., & Patterson, D. (1917). A comparison of deaf and hearing children in visual memory for digits. aring children in visual memory for digits. Journal Journal

of Experimental Psychology, 2of Experimental Psychology, 2, 76, 76--88.88.

SchleperSchleper, D. R. (1997). , D. R. (1997). Reading to deaf children: Learning from deaf adults. Reading to deaf children: Learning from deaf adults. Washington, DC: PreWashington, DC: Pre--college National college National

Mission Programs. Mission Programs.

SenechalSenechal, M., , M., LeFevreLeFevre, , J.,ThomasJ.,Thomas, E., & Daley, K. (1998). Differential effects of home literacy, E., & Daley, K. (1998). Differential effects of home literacy experiences on the experiences on the

development of oral and written language. development of oral and written language. Reading Research Quarterly, 33, Reading Research Quarterly, 33, 9696--116. 116.

Snow, C. (1983). Literacy and language: Relationships during tSnow, C. (1983). Literacy and language: Relationships during the preschool years. he preschool years. Harvard Educational Review, 53Harvard Educational Review, 53, ,

165165--189. 189.

Snow, C., Burns, S., & Griffin, P. (1998). Snow, C., Burns, S., & Griffin, P. (1998). Preventing reading failure in young children.Preventing reading failure in young children. Washington, DC: National Washington, DC: National

Academy Press.Academy Press.

TraxlerTraxler, C.B. (2000). The Stanford Achievement Test, 9th Edition: Na, C.B. (2000). The Stanford Achievement Test, 9th Edition: National tional normingnorming and performance and performance

standards for deaf and hardstandards for deaf and hard--ofof--hearing students. hearing students. Journal of Deaf Studies and Deaf Education, 5Journal of Deaf Studies and Deaf Education, 5, 337, 337--348.348.

Wake, M., Hughes, E. K., Poulakis, Z., Collin, C., & Wake, M., Hughes, E. K., Poulakis, Z., Collin, C., & RickardsRickards, F. W. (2004). Outcomes of children with mild, F. W. (2004). Outcomes of children with mild--

profound congenital hearing loss at 7 to 8 years: a population sprofound congenital hearing loss at 7 to 8 years: a population study. tudy. Ear and Hearing, 25Ear and Hearing, 25, 1, 1--8.8.

WasikWasik, B. A. & Bond, M. A. (2001). Beyond the pages of a book: Inte, B. A. & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language ractive book reading and language

development in preschool classrooms. development in preschool classrooms. Journal of Educational Psychology, 93Journal of Educational Psychology, 93, 243, 243--250.250.

Contact InformationContact Information

University of Iowa, Department of Speech Pathology and University of Iowa, Department of Speech Pathology and AudiologyAudiology

�� Vannesa Mueller, MA, CCCVannesa Mueller, MA, CCC--SLP SLP [email protected]@uiowa.edu

�� Richard Richard HurtigHurtig, PhD richard, PhD [email protected]@uiowa.edu

iowa signing e-book

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