Building Language and Literacy at the Same Time: Strategies for Classroom and Home
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| Title: | Building Language and Literacy at the Same Time: Strategies for Classroom and Home |
|---|---|
| Language: | English |
| Authors: | Pamela Luft |
| Source: | Odyssey: New Directions in Deaf Education. 2024 24:34-39. |
| Availability: | Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail: odyssey@gallaudet.edu; Web site: https://clerccenter.gallaudet.edu/ndec/educational-resources/odyssey/ |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2024 |
| Intended Audience: | Teachers; Parents |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Deafness, Reading Instruction, Independent Reading, Scaffolding (Teaching Technique), Reading Skills, Literacy, Teaching Methods |
| ISSN: | 1544-6751 |
| Abstract: | Teachers, paraprofessionals, and parents recognize the importance of providing deaf and hard of hearing children with full access to the languages around them. Without full access, reading and academic achievement remain far below intellectual capabilities. This article describes the Continuum of Reading Activities, which provides strategies that allow the advancement of students' language development and address core literacy standards through four steps. When these steps are followed sequentially, they provide a gradual release of the teacher's involvement as students read with increasing independence. This process utilizes peer-to-peer and student-to-teacher interactions that promote full language fluency across all communication modalities and language preferences while strengthening and refining students' individual language, reading, and cognitive skills. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | EJ1450367 |
| Database: | ERIC |
| Abstract: | Teachers, paraprofessionals, and parents recognize the importance of providing deaf and hard of hearing children with full access to the languages around them. Without full access, reading and academic achievement remain far below intellectual capabilities. This article describes the Continuum of Reading Activities, which provides strategies that allow the advancement of students' language development and address core literacy standards through four steps. When these steps are followed sequentially, they provide a gradual release of the teacher's involvement as students read with increasing independence. This process utilizes peer-to-peer and student-to-teacher interactions that promote full language fluency across all communication modalities and language preferences while strengthening and refining students' individual language, reading, and cognitive skills. |
|---|---|
| ISSN: | 1544-6751 |
