Instructional strategies to support shared reading with learners who are deafblind

被引:9
作者
Brum, Christopher [1 ]
Bruce, Susan M. [2 ]
机构
[1] San Diego State Univ, San Diego, CA 92182 USA
[2] Boston Coll, Chestnut Hill, MA 02167 USA
关键词
Child-guided; deafblind; instructional strategies; literacy; qualitative; shared reading; HARD-OF-HEARING; COMMUNICATION; LITERACY; CHILDREN; STUDENTS; DEAF; LANGUAGE;
D O I
10.1177/02646196221077219
中图分类号
R77 [眼科学];
学科分类号
100212 ;
摘要
The field of deafblindness has developed evidence-based practices in communication development and intervention, but very little research has been published on literacy. This study examined the survey responses of 84 participants from 25 states, and 10 follow-up interviews to learn more about emerging instructional ideas specific to shared story reading, also known as interactive reading. The thematic analysis resulted in eight themes and associated instructional strategies. Attentional and engagement strategies included unique considerations due to the impact of deafblindness on accessibility and meaning-making. Teachers, interveners, and parents used practices grounded in both the child-guided approach and systematic instructional approach. They shared vocabulary acquisition strategies, pointing to the link between vocabulary and comprehension. Drawing and writing strategies were used to create text and in extension activities. Touch and tactile strategies were used in preparing materials and during shared reading sessions. Participants applied a variety of comprehension strategies including repetition, prediction, and questioning. Across the survey and interview responses, it was evident that participants understood the role of integrating individually appropriate receptive and expressive communication modes/forms in shared reading activities.
引用
收藏
页码:504 / 516
页数:13
相关论文
共 31 条
[1]   Multicomponent Reading Interventions for Students With Intellectual Disability [J].
Afacan, Kemal ;
Wilkerson, Kimber L. ;
Ruppar, Andrea L. .
REMEDIAL AND SPECIAL EDUCATION, 2018, 39 (04) :229-242
[2]  
[Anonymous], 2011, COMPENDIUM CHARGE SY
[3]  
[Anonymous], 2000, Teaching children to read. An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction
[4]   Qualitative studies in special education [J].
Brantlinger, E ;
Jimenez, R ;
Klingner, J ;
Pugach, M ;
Richardson, V .
EXCEPTIONAL CHILDREN, 2005, 71 (02) :195-207
[5]  
Bruce S.M., 2005, International Journal of Disability, Development and Education, V52, P233, DOI DOI 10.1080/10349120500252882
[6]  
Bruce S.M., 2016, Journal of Deafblind Studies on Communication, V2, P73
[7]   The appplication of Werner and Kaplan's concept of "distancing" to children who are deaf-blind [J].
Bruce, SM .
JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, 2005, 99 (08) :464-477
[8]   THE STATE OF RESEARCH ON COMMUNICATION AND LITERACY IN DEAFBLINDNESS [J].
Bruce, Susan M. ;
Nelson, Catherine ;
Perez, Angel ;
Stutzman, Brent ;
Barnhill, Brooke A. .
AMERICAN ANNALS OF THE DEAF, 2016, 161 (04) :424-443
[9]  
Bruce SM, 2015, AM ANN DEAF, V160, P368, DOI 10.1353/aad.2015.0035
[10]   Establishing a family literacy program with a focus on interactive reading: The role of research and accountability [J].
Debruin-Parecki A. .
Early Childhood Education Journal, 2009, 36 (5) :385-392