Discussion #8: Helping Others

The purpose of this blog is to help each other with your ASL stories. Please provide questions you may have. This is a great opportunity to receive and provide help outside of class. Please provide thorough information to your classmates. You may wish to direct them to additional resources, pages in the text book, and/or provide them with helpful suggestions and thoughts. Be sure to use aslpro.com and aslbrowser for assistance if you need to.
Be sure to post your questions and respond to others by Thursday 12:00am.
Here are some things to think about:

1. Do you have all of the requirements completed (remember that topic statement!)
2. Do you need help with a word that you just cannot think of how to sign it? Remember one word may be mulitple signs and an entire sentence may be only one or a few signs.
3. Are you incorporating mime, body language and facial expression to enhance your story or to take the place of things you are uncertain how to sign?
4. Do you use classifiers correctly? Do you have enough?
5. Do you need help with sentence translations?
6. Are you in the need of a signing partner to critique your story?
7. Are you becoming the characters in your stories?
8. Is your story too short? Do you need suggestions how to lengthen it?
9. Is it too long? Do you need suggestions what to omit?
10. Do you need to have someone double check anything?

Discussion #7: Shared Reading

Reading is such an important time of our lives. When we were children, we often had our parents read our favorite books before bed. Can you imagine not being able to read to your children, not being able to share this very special bonding experience, and not be able to instill the importance of reading? Hearing parents with Deaf children are faced with just that.

Gallaudet University created a very important reading program for hearing parents and their Deaf children. it is called, Shared Reading. This program gives parents the proper tools to read to their children in a language that they can understand, ASL. By using ASL they are incorporating language with written text that will allow children to see the story as well as begin their reading skills.

I have included here the 15 principles for reading to Deaf Children. I have also included a video of a signer reading in ASL. http://www.youtube.com/watch?v=NmbpJpI6Uko

Read these principles carefully and watch the video provided and think how this will help you develop your story for class. Please comment on how this will help you in your story process.

15 Principles for Reading to Deaf Children
"The single most importantactivity for building theknowledge required for eventualsuccess in reading is readingaloud to children." National Academy of Education Commission on Reading 1985
The ultimate authorities in reading to deaf children are deaf adults. Comparative studies of deaf children with hearing parents and deaf children with deaf parents show that deaf children with deaf parents are superior in academic achievement, reading and writing, and social development (Ewoldt, Hoffmeister, & Israelite, 1992). Hearing parents and teachers can learn from the read aloud strategies used by deaf parents. The following 15 principles have been identified based on research that examined deaf parents and deaf teachers reading to deaf children.

The Principles
Deaf readers translate stories using American Sign Language.
Deaf readers keep both languages visible (ASL and English).
Deaf readers are not constrained by the text.
Deaf readers re-read stories on a storytelling to story reading continuum.
Deaf readers follow the child's lead.
Deaf readers make what is implied explicit.
Deaf readers adjust sign placement to fit the story.
Deaf readers adjust signing style to fit the story.
Deaf readers connect concepts in the story to the real world.
Deaf readers use attention maintenance strategies.
Deaf readers use eye gaze to elicit participation.
Deaf readers engage in role play to extend concepts.
Deaf readers use ASL variations to sign repetitive English phrases.
Deaf readers provide a positive and reinforcing environment.
Deaf readers expect the child to become literate.