Blog #7: Shared Reading (sec.003 Carla's class)

Reading is so important. 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. Parents are often filled with despair and do not know where to turn. Programs are not readily available.

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.

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.

Research and find out the benefits are reading to Deaf Children in ASL. Report your findings. This blog does not require a second comment.

Blog #5: Please Give Back (all ASL 1111 sections)

This was the first picture I was given of Cherie. She is 4 years old in this picture and still waiting for a family to call her own. At this time, Cherie had no language. They knew she was Deaf but did not attempt to teach her to sign. She did not even know her name. I brought Cherie home when she was 5 years old. She is now 10. She has taught me the importance of giving back and realizing you can make a difference. She has made the world of a difference in me. She has given me more than I can ever give to her. People tell me she is so lucky. Really? She is lucky to have been abandoned, lived in an orphanage for 5 years, not having a family of her own, not having any language? She is lucky? No, I am. My family is. We are the lucky ones. I love you Cherie!

This week on Wednesday, October 3rd is Community Day. I have always been so proud that our campus encourages our students, staff, and faculty to participate in this wonderful opportunity to give back. I am honored to be a part of this campus that finds this day so important that it cancels all classes so we can all participate. Please do find something to do. There is Plenty. Please do not see this day as a day to relax and stay home. Please give back in some way. Classes are canceled for the day but the learning and service continue.




Everyday, I am grateful for what I have. Everyday I look at my two beautiful daughters and my heart breaks for their birth mothers and fathers for not having the same privileges that I have had. I cannot imagine desperately trying to find a family for my child because I am dying of a disease that no one should ever have to deal with. I cannot imagine birthing my child and leaving the hospital without her/him because I cannot afford to take care of them. I cannot imagine wondering how I will feed my child.  I have been to their countries. I have seen the orphanages they were raised in. I promised that I would strive to make a difference in people’s lives. I promised that I would encourage others to give back. So please take the time on Wednesday to do something for someone or our community. I am cancelling this weeks assignment to give you even more time to do so. Even the littlest things make a difference. Bring a dish to an older neighbor, clean up your neighborhood, bring canned goods to the food shelters, help someone that needs it, or see what you can do by contacting people right here on campus to send you in the right direction. Contact Jay Newcomb at jnewcomb@css.edu or Lori Barnstorf at lbarnsto@css.edu.






Please do pay it forward. It is well worth the time and energy;  I promise. There are so many places you can volunteer at: http://www2.css.edu/app/community/ . The question is simply, will you?



Have a splendid week and take the time to really look around you. Fall is a beautiful time of the year.



Monica