HOW HARD-OF-HEARING AND DEAF-CHILDREN LEARN THEIR NAMES

被引：1

作者：

ROTTENBERG, CJ ^{[1
]}

SEARFOSS, LW ^{[1
]}

机构：

[1] ARIZONA STATE UNIV,TEMPE,AZ 85287

来源：

AMERICAN ANNALS OF THE DEAF | 1993年 / 138卷 / 04期

关键词：

D O I：

10.1353/aad.2012.0369

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Data from a qualitative study on the literacy development of preschool hard-of hearing and deaf children were analyzed to discover how the children learned to read, write, and spell or fingerspell their names. The research was conducted for 9 months in two preschool classes for hard-of-hearing and deaf children. Four hard-of hearing and three deaf children participated. Data sources included extensive descriptive and interpretive field notes on classroom observations of the children, and drawing and writing samples from the children. Analysis revealed that the children learned that names are powerful expressions of identity through teacher demonstrations, immersion in a literacy-rich environment, and numerous opportunities to explore written

引用

页码：358 / 361

页数：4