title: Reading books with young deaf children: strategies for mediating between American Sign Language and English.
abstract: Research on shared reading has shown positive results on children's literacy development in general and for deaf children specifically; however, reading techniques might differ between these two populations. Families with deaf children, especially those with deaf parents, often capitalize on their children's visual attributes rather than primarily auditory cues. These techniques are believed to provide a foundation for their deaf children's literacy skills. This study examined 10 deaf mother/deaf child dyads with children between 3 and 5 years of age. Dyads were videotaped in their homes on at least two occasions reading books that were provided by the researcher. Descriptive analysis showed specifically how deaf mothers mediate between the two languages, American Sign Language (ASL) and English, while reading. These techniques can be replicated and taught to all parents of deaf children so that they can engage in more effective shared reading activities. Research has shown that shared reading, or the interaction of a parent and child with a book, is an effective way to promote language and literacy, vocabulary, grammatical knowledge, and metalinguistic awareness (Snow, 1983), making it critical for educators to promote shared reading activities at home between parent and child. Not all parents read to their children in the same way. For example, parents of deaf children may present the information in the book differently due to the fact that signed languages are visual rather than spoken. In this vein, we can learn more about what specific connections deaf parents make to the English print. Exploring strategies deaf mothers may use to link the English print through the use of ASL will provide educators with additional tools when working with all parents of deaf children. This article will include a review of the literature on the benefits of shared reading activities for all children, the relationship between ASL and English skill development, and the techniques deaf parents use when reading with their deaf children. Following this is the presentation of a study that was conducted on specific techniques deaf parents use in bridging ASL to English as they read with their deaf children.
authors: California School for the Deaf, 39350 Gallaudet Drive, Fremont, CA 94538, USA. mberke@csdf-cde.ca.gov
authors: Michele
authors: M
authors: Berke
mesh_terms: D001877:Books; D002657:Child Development; D002675:Child, Preschool; D003299:Cooperative Behavior; D003638:Deafness / Q000534:rehabilitation*; D060345:Education of Persons with Hearing Disabilities / Q000379:methods; D005260:Female; D006801:Humans; D007802:Language; D008037:Linguistics; D008297:Male; D009035:Mothers; D011932:Reading; D012813:Sign Language; D014825:Vocabulary