Marilyn Daniels's Dancing with Words: Signing for Hearing Children's Literacy PDF

By Marilyn Daniels

ISBN-10: 0313000905

ISBN-13: 9780313000904

ISBN-10: 0897897234

ISBN-13: 9780897897235

ISBN-10: 0897897927

ISBN-13: 9780897897921

One of many ideal gurus at the use of signal language with listening to kids offers a advisor for lecturers and fogeys who are looking to introduce signing in listening to kid's language improvement. Marilyn Daniels offers an entire reason for its use, a quick historical past of signal language and its basic function in the Deaf neighborhood, an id of the stairs to interpreting luck delineated with feedback for incorporating signal language, and the result of stories and reactions of youngsters, lecturers, and oldsters. She indicates how signal language can be utilized to enhance listening to kid's English vocabulary, studying skill, spelling talent, vanity, and luxury with expressing feelings. Signing additionally allows conversation, aids academics with school room administration, and has been proven to advertise a more well-off studying surroundings whereas beginning an curiosity and exuberance for studying at the a part of scholars.

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Additional info for Dancing with Words: Signing for Hearing Children's Literacy

Sample text

When the posttest or spring scores are examined, a dramatic change in the level of competence with receptive English language vocabulary is seen in the students who received sign language instruction. 24 increase in the score that reflects these students' language abilities. 48 increase with normal curriculum. Thus the results of this study show a statistically significant improvement in receptive English vocabulary for students who received the sign language instruction. The African American program participants in this study and in the previous study achieved dramatic language gains, ranging from 15 to 17 points on the PPVT-R The superior vocabulary scores placed these African American students at the score ordinarily expected for Caucasian students on this measure (100).

Third, an interesting spontaneous event was occurring at the time. The teacher who had been the control teacher for my first study in Maryland now wanted to use sign with her students. When she had learned the results of that initial research, showing her students' vocabulary gains were appreciably less than the vocabulary gains achieved by the students in the treatment class, the teacher was both surprised and disappointed by her students' poor outcome. This motivated her to incorporate sign language in her prekindergarten curriculum.

Each classroom teacher worked with a competent full-time aide. The teachers were both white, the aides both black. Two of the classes received sign instruction as described in the Treatment Procedure section. The other two classes received traditional instruction with a limited amount of sign. This limited signing took the form of some gestures during story time. In all other aspects, the same curriculum was used for all four classes. Testing Procedure To measure the effect of this sign language instruction in relation to the usual prekindergarten program the PPVT-R was again selected.

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Dancing with Words: Signing for Hearing Children's Literacy by Marilyn Daniels

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