ERIC ED376353: Sharing Literacy Models: Deaf Adults, Deaf Children, and Their Families.

89 Pages·1994·1.6 MB·English

by  ERIC

DOCUMENT RESUME.
CE 067 660
ED 376 353
Anthony, Robert A.; And Others
AUTHOR
Sharing Literacy Models: Deaf Adults, Deaf Children,
TITLE
and Their Families.
Western Pennsylvania School for the Deaf,
INSTITUTION
Pittsburgh.
Pennsylvania State Dept. of Education, Harrisburg.
SPONS AGENCY
Bureau of Adult Basic and Literacy Education.
94
PUB DATE
98-4C48
CONTRACT
89p.
NOTE
Harrisburg,
PDE Resource Center, 333 Market Street,
AVAILABLE FROM
PA 17126-0333 (manual and videotape).
Classroom Use
Guides
Descriptive (141)
Reports
PUB TYPE
Teaching Guides (For Teacher) (052)
MF01/PC04 Plus Postage.
EDRS PRICE
Communication (Thought Transfer); Communication
DESCRIPTORS
*Family
Skills; *Deafness; Educational Resources;
Involvement; Infants; *Literacy Education; Manual
Communication; Models; Oral Communication Method;
*Parent Education; Preschool Children; Preschool
Education; *Program Implementation; Teaching Methods;
Toddlers; Videotape Recordings
353 Project
IDENTIFIERS
ABSTRACT
This document includes a final report, manual, and
instructional video
booklets from a project conducted to develop an
combined with literacy training,
program and related print materials,
opportunities targeted to families
peer sharing, and reading practice
In the video
of young children in which at least one member is deaf.
with literacy strategies needed by
program, vignettes were matched
using Wilcoxon and T-test
parents of deaf children. Analysis of data
positive
statistics found that there were significant increases in
models.
attitudes toward literacy and positive modeling by deaf role
environmental factors may
There was a variability that indicated that
and at
affect the development of literacy. The children were so young
such an early growth stage that true gains are difficult to assess..
provided: a
Four companion booklets that supplement the tape are
training manual and tips for parents working with infants, toddlers,
viewing the tape
and preschool children. The manual contains tips for
the following
and the rationale for the program, as well as a list of
v..iildren's magazines, general books for
resources: parent magazines,
in
children, books for deaf and hard-of-hearing children, books
children's
signed English, African American and Native American
books, and support organizations. Contains 11 references.
(KC)
i**************************************
*****************************7
Reproductions supplied by EDRS are the best that can be made
from the original document.
,c**********************************************************************
SHARING LITERACY MODELS:
DEAF ADULTS, DEAF CHILDREN, AND THEIR FAMILIES
Robert A. Anthony, Ph.D., Director of Special Projects
Rosemary P. Garrity, M.Ed., Administrative Director
Donald E. Rhoten, M.Ed., M.S., Executive Director
Center On Deafness: Western Pennsylvania School for the Deaf
1993-1994
CENTER ON
DEAFNESS
AT Tilt WfS1fI411P4101STINANIA
OfAF
FOR TIlf
SCHOOL
Grantee
Center Or Deafness: Western Pennsylvania School for the Deaf
300 East Swissvale Avenue
Pittsburgh, PA 15218-1469
(412)
244-4228
Contract #98-4048
Federal Funds: $31,810
The activity which is the subject of this report was supported in part by the U.S. Department of
However, the opinions expressed herein do not necessarily reflect the position or
Education.
policy of the U.S. Department of Education or the Pennsylvania Department of Education, and no
official endorsement by these agencies should be inferred.
U S DEPARTMENT OF EDUCATtG.r
oiku co t thicar,,,nai Resoluch and ImprnvomOnt
EDUCATIONAL RESOURCES INFORMATION
"PERMISSION TO REPRODUCE THIS
CENTER (ERIC)
MATERIAL HAS BEEN GRANTED BY
/4
This document has been reproduced as
received from the person ur organization
originating it
Minor changes have been made to
improve r production quality
Points of view or opinions stated in this
BEST COPY AVAILABLE
document do not necessarily represent
2 TO THE
EDUCATIONAL RESOURCES
official OERI position or policy
INFORMATION CENTER (ERIC)."
TABLE OF CONTENTS
Abstract
Introduction
1
Purpose
1
Rationale
1
Time Frame
1
Personnel
2
Target Audience
2
Dissemination
2
Description of Project
3
Problem
3
Goals and Objectives
3
Procedures
4
Objectives
6
Evaluation, Instruments, and Results
9
Dissemination
1 2
References
1 3
Appendix
1 5
SHARING LITERACY MODELS:
DEAF ADULTS, DEAF CHILDREN, AND THEIR FAMILIES.
(Section 353-Priority #B-3)
Project No:
98-4048
$31,810.00
Funding:
Phone No.: [phone]
Donald E. Rhoten
Project Director:
Robert A. Anthony, Ph.D. Phone No.: [phone]
Contact Person:
Agency Address: Center on Deafness
At the Western PASchool for the Deaf
300 East Swissvale Avenue
Pittsburgh, PA 15218-1469
Purpose: The purpose of Sharing Literary Models was to develop an
instructional video program and related print materials
combined with literary training, peer sharing, and reading
practice opportunities targeted to families of young children
in which at least one member is deaf.
The videoprogram was produced and vignettes
Summary of Findings:
were matched with particular literacy strategies needed by
parents of deaf children. Analysis of data using Wilcoxon and
T-test statistics found that there were significant increases
in positive attitudes toward literacy and positive modeling by
deaf role models. There was a variability which indicated that
environmental variables may effect the development of
literacy. Finally, the children were so young and at such an
early growth stage that true gains are difficult to assess.
Comments (Conclusions, Findings, Barriers, if any):
hearing children were eliminated as a target
Deaf parents of
group. This occurred because the needs and literacy strategies
for this group were too different to be able to incorporate
them into the videoprogram, reading sessions, and workshops.
Products: A captioned 22 minute video tape, "It's Never Too Early:
How you can increase literacy in your deaf child",
was made showing techniques for teaching literacy used by
deaf parents of deaf children and hearing parents of deaf
children. Four companion booklets which supplement the tape
were made. They are: Training Manual, Infant, Toddler, and
Preschool.
4
1
SHARED LITERACY
INTRODUCTION
Purpose
The purpose of this project was to develop an
instruction videoprogram and related print material combined with
literacy training, peer sharing, and reading practice opportunties
targeted to families of young children in which at least one member
The families targeted were of two types - hearing
was deaf.
parents of deaf children, deaf parents of deaf children.
Rationale
Parents of deaf children need to learn new skills for
reading to their children, focusing on sequential visual input rather
Unlike the child who
than simultaneous use of vision and hearing.
hears, the deaf child must either look at the book or look at the
parent as the parent signs or speaks about the book. The child can
The hearing parent must therefore change his/her
not do both.
if the deaf child is to derive meaning
ingrained interaction patterns
Mounting research evidence, however, suggests that
from books.
most hearing parents of deaf children are unaware of this need. Most
parents also do not use positive facial expressions when
communicating with their deaf children (Swisher, 1992, Erting et al,
However, deaf parents of deaf children are especially adept
1990).
at visual communication and its corollary of attaching meaning to
In spite of their ability, deaf people
language (Erting et al, 1990).
(including deaf parents of deaf children) are less skilled with
English literacy than their hearing counterparts (Trybus and
Karchmer, 1977; Allen, 1986). As a result, deaf parents of deaf
children need to learn specific skills for assisting their children in
developing literacy.
Time Frame This project was done in five phases.
Phase 1,
identifying target families and deaf adult role models, began July 1,
Phase 2, Produce videoprogram and print materials, began
1994.
August 1, 1994. Prhase 3, conducting reading practice sessions with
deaf adults/deaf children, began September 30, 1994. Phase 4,
conduct workshops, began March 1, 1994.
5
Phase 5, evaluation of results, was completed June 30, 1994.
The
project required one year to complete.
Project staff included a coordinator of deaf adult role
Personnel
models reading to deaf children, a consultant for providing
a video production consultant
workshops on literacy for parents
,
and producer, and the project directoi who supervised the project
and analyzed and interpreted the results of the evaluation.
There
were three staff members from the Parent Infant Program and
Preschool Program at the Western Pennsylvania School for the Deaf
who worked with parents on literacy techniques as part of their
These individuals were not funded through this
regular work load.
project grant but did contribute siCnificantly to workshop
demonstrations and reading sessions.
Target Audience
The videotape and the literacy materials
developed during this project should be useful to several distinct
The primary target group is deaf and hearing parents who
groups.
have deaf children in the birth to five age range.
This group would
particularly benefit from use of the materials.
This research, its
results, and products developed are also useful to entities providing
early intervention services and preschool education for disabled
Finally, the results of this project
children with hearing loss.
should prove useful for teacher training programs that prepare
teachers to work with preschool disabled children and training
for training teachers of deaf
programs designed specifically
learners.
Dissemination
The report is disseminated through the following:
Bureau of Adult Basic and Literacy Education Programs
Pennsylvania Department of Education
333 Market Street
Harrisburg, Pennsylvania 17126-0333
AdvancE
6
3
Pennsylvania Department of Education
Resource Center
333 Market Street
Harrisburg, Pennsylvania 17126
Western Pennsylvania Literacy Resource Center
5347 William Flynn Highway,
Gibsonia, Pennsylvania 15044
DESCRIPTION OF PROJECT
Problem
Parents of deaf children have a common problem. Usually
their deaf children are deficient in English literacy even after
Allen, 1986) and often do not
schooling (Trybus and Karchmer, 1977;
know how to adapt their interactions with the child or with print
media so that their child can effectively develop literacy in English
(Swisher, 1992; Erting et al, 1990).
The problem then is composed
The first element is that the deaf child has
of two elements.
The second element is that
difficulty developing English literacy.
and deaf, are unfamiliar with
the deaf child's parents, both hearing
appropriate techniques adapted to the needs of deaf children or are
unfamiliar with appropriate techniques for developing English
literacy.
This deficiency in English literacy is exacerbated because
there are no readily available literacy role models for deaf children.
There is an abscence of literacy role models for these children.
First, there are few opportunities for interactions with peers who
encourage literacy, and secondly videotaped models which can be
used both for instruction and reinforcement are almost non-existent
is available to help parents of deaf children provide their
Very little
families with
positive literacy
incentives.
Goals and Objectives.
The goal of this project was to develop
positive parental input in the reading process.
Four distinct
activities were implemented to achieve the goal.
The activites
1) training of parents in effective attentional and reading
were:
strategies which can be used to enhance the acquisition of literacy
by deaf children;
2) producing a videotape demonstrating best
4
practices in developing literacy through parent-deaf child
3) producing a set of print materials to be used with
interaction;
the videotape; and 4) providing postive literacy role models.'
The goals for this project were implemented by accomplishing
The objectives were
five objectives.
:
to identify deaf and hearing adults who can be effective
1.
literacy role-models for parents;
to produce a videoprograrh in which these role models
2.
demonstrate effective literacy strategies with deaf children;
to develop related literacy materials (clear and
3.
readable);
to provide deaf parents/adult-literacy students with
4.
systematic opportunities to read to deaf children
to
practice their own reading skills while modeling positive
reading attitudes for the children;
to offer workshops in which the target families can
5.
learn from the videoprogram and can share literacy strategies
with their peers.
Procedures
The project staff implemented this proposal by
it as a special curriculum design and exploration
incorporating
component of the Center On Deafness (COD). This enabled use of the
Center staff expertise and target populations (hearing parents and
deaf parents of deaf children) served by both the Parent Infant
Program at the Western Pennsylvania School for the Deaf (WPSD) and
the Adult Literacy program of the Center.
Four procedures in the project were sequential and one was
The first procedure was identifying target families.
concurrent
.
Target families were identified with the assistance of the COD staff
and through contacts with key organizations which included the
Pittsburgh Association of the Deaf, the WPSD Alumni Association,
the De Paul Institute for the Deaf Alumni Association, and the
Catholic Office for the Deaf.These entities helped to locate deaf
adults who could participate as role models or who could benefit
from the workshops and materials.
Parents in the WPSD Parent
0
5
Infant Program and Preschool Program were also contacted as both
workshop participants and as role models for the videoprogram
The identification process resulted in three parent-child pairs
who were deaf parents of deaf children and six pairs who were
hearing parents of deaf children.
Each of the parents identified
interacted and read with their own deaf child, attended workshops,
and served as models on the videoprogram.
The second procedure was to de.sign and produce a
videoprogram which demonstrated effective literacy strategies with
young deaf children 2-5 years of age.
This was accomplished
the Project Director, Project Consultant from the
collaboratively by
University of Pittsburgh, Dr. Virginia Swisher, videoproducer, Lucy
Jones, Literacy Instructor, Yvonne Davila, who is a daughter of deaf
parents and the Parent-Infant Coordinator (an in kind donation of
service not charged to the grant), Gloria Hartnett, and the role
models on tape, deaf and hearing
parents and their deaf children.
Taping of parent-child
demonstrations of strategies for literacy were done in both the
families' homes and at WPSD, wherever they were most comfortable.
The tape was produced with feedback from deaf and hearing viewers
who critiqued the
intelligibility of the videoprogram for non
professional populations and for deaf people.
The third procedure was conducting two five hour Family
Literacy Workshops for deaf parents of deaf children, hearing
parents of deaf children, and the extended families of both (siblings
and grandparents).
For these workshops the completed videotape
was presented along with live demonstrations and discussions of
reading strategies the parents used with their children.
The fourth procedure which occured concurrently with
development of the videoprogram was having deaf adults read to and
with deaf children.
This exposed the children to positive role
models and provided reading practice and
positive feelings of
accomplishment to the deaf adult readers.
Eight children 2-8 years
of age were included in this procedure. The children were paired
with one deaf adult for 20 reading sessions of one-half hour each.
The sessions occurred once a week for consecutive 20 week periods.
6
The fifth and final procedure was the development of
materials which focused on the same themes as the videoprogram.
Four booklets were developed which assist consumers in continuing
their use of the strategies presented in the videoprogram and
The materials were developed by the Project Director
workshops.
and the Director of the Center on Deafness (another in kind donation
of service not charged to the grant).The materials included a manual
to be used with the videotape, and bcioklets for three age groups of
Infant, Toddler, and Preschool.
deaf children
Objectives
All were
There were five objectives of the project.
However, some of the objectives were modified ciue
accomplished.
to the unexpected incompatibility between target populations.
The
grantor was contacted about changes in objectives and they were
The following discussion of
approved prior to their being changed.
objectives describes what they were, whether they were
met(positive results) and how or not met (negative results) and why.
Discussion of the objectives follows.
To identify deaf adults and hearing adults who can
1.
be effective literacy
role-models for parents.
This objective
was met. As described in the procedures section, paragraphs two and
three, deaf adults and deaf and hearing parents of deaf children were
identified to serve and literacy role-models through contacts with
deaf organizations, Parent-Infant Program contacts, and alumni
organizations for WPSD and De Paul Institute for the Deaf.
The role-
One was as readers to the deaf
models functioned in two capacities.
children and the other was as models in the videoprogram. A key to
the success in identification was that sources were used in which
deaf people were prime leaders.
To produce a videoprogram in which these role models
2.
demonstrate effective literacy strategies with children.
This
objective was met.
A 22 minute videoprogram was developed
showing 'best practices' for developing English literacy in deaf
The videoprogram was developed so that it could be
children.
understood and used by deaf people, hard of hearing people, hearing
people, and deaf and hearing parents of deaf children.
The
videoprogram is open captioned so that deaf and hard of hearing
S0