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

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By Marilyn Daniels

One of many most popular professionals at the use of signal language with listening to teenagers offers a advisor for academics and fogeys who are looking to introduce signing in listening to kid's language improvement. Marilyn Daniels offers an entire cause of its use, a brief historical past of signal language and its fundamental position in the Deaf group, an id of the stairs to examining luck delineated with feedback for incorporating signal language, and the result of experiences and reactions of youngsters, academics, 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 enables communique, aids lecturers with lecture 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

The tester was blind to the condition (sign-nonsign) of the students. The participants were shown a series of pages, each containing four black-and-white pictures. They were asked to select the picture that best illustrated the meaning of an orally presented word. 0, respectively. 1, respectively. 87. The scores from both sign classes were 15 points higher than those from the classes receiving no sign instruction. Sign instruction brought the scores of these African American students close to the score ordinarily expected for white students (that is, 100).

The final creative product is a permanent written record of their thoughts and their achievement. PICTURES Signs function as pictures. In selecting reading books for children the quality of the pictures is an important factor because these visual images support the text. If sign language constitutes a portion of the reading instruction, the signs actually function as built-in pictures for amplifying the text. They help children understand the meaning of the text by serving as clear referents for the words and the stories that emerge from combining the words.

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. During the first week of school, in September 1992, a tester attempted to pretest all of the students in the four classes with the My Studies with Typical Students 39 PPVT-R, Form M. As in the previously described study, the tester was blind to the condition (sign-nonsign) of the students.

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