Presentation on theme: "Center on Literacy and Deafness (CLAD): Year 3 Activities Presenters: Susan Easterbrooks, Georgia State University ; Shirin Antia, University of Arizona;"— Presentation transcript:
Center on Literacy and Deafness (CLAD): Year 3 Activities Presenters: Susan Easterbrooks, Georgia State University ; Shirin Antia, University of Arizona; ACEDHH Poster Session: Friday, February 13, 8:15-9:45 IES Grant # R24C12001 1. Identify child factors related to early reading gains Purpose Identify child factors that relate to annual reading gains for DHH students K-2; Test various conceptual model of literacy constructs. Rationale No current large data sets address early literacy; Scant knowledge about DHH children’s skills, abilities, and needs; Little knowledge about literacy instruction. Methodology Literacy and language assessments administered Fall and Spring to 354 DHH children K-2 nd grade 100 classrooms in 38 schools 19 US states and 1 Canadian province. 136 children used sign only 106 used spoken language only 75 used both Results DHH children continue to experience delays of about 1 SD in language and early reading skills at all grades. Delays increased as children got older. Confirmatory factor analyses indicate that Reading measures (letter-word id, passage comprehension, reading and writing fluency spelling) formed one construct Language measures (vocabulary, language comprehension, English and/or ASL syntax) formed one construct Spoken or fingerspelled phonological ability was highly related to reading, 2. Identify instructional factors related to early reading gains Purpose Describe literacy instruction received by students Examine Child by Instruction interactions Methodology Recorded literacy instruction three times a year (Fall, Winter, Spring) for each child. Recordings coded for Amount and kinds of of code-based and meaning- based literacy instruction. 3. Develop and Test Interventions Content Vocabulary : Shirin Antia PI, Catherine Creamer, Christina Rivera, Rose Andreacola, University of Arizona. What are the effects of explicit and/or in-context vocabulary instruction on vocabulary knowledge? Focus on science vocabulary; Explicit instruction: Fast mapping; Drill and practice; In-context instruction: Book reading, Conversation, Conceptual activities 3. Develop and Test Interventions (cont.) Fingerspelling: Brenda Schick PI, Nancy Bridenbaugh, Rachel Boll, University of Colorado, Boulder. Kathleen Sterwerf- Jackson, Amy R. Lederberg Georgia State University. Does targeted training of patterned fingerspelled words increase students’ expressive and receptive fingerspelling skills and identification of printed words. Learn sets of fingerspelled word families; Rhythmic chants using fingerspelling; Manipulation of fingerspelled words to illustrate and analyze internal structure such as blending, alliteration and rhyming. Morphosyntax: Amy R. Lederberg PI, Stacey Tucci, GSU. Do children exposed to morphosyntax instruction software make expressive and receptive grammar gains? 10 weeks of computerized instruction; LanguageLinks® Syntax program includes noun plurals, copula, determiners, present progressive, noun verb agreement; Prepositions Language Connections: Susan Easterbrooks PI, Sandy Huston Georgia State University. Does strategic instruction in asking/answering questions and use of target language within a dual-coding framework influence literacy outcomes? Foundations for Literacy intervention Added dual-language hand mnemonic to support asking answering questions, use of indexing, listing, and prepositions.