Sign Language Comprehension Strategies and a Child with Cochlear Implants: Support for Fairview Learning

1. Sign Language Comprehension Strategies and a Child with Cochlear Implants: Support for Fairview Learning by Karen Wise Lindeman ESSP Conference-2010

2. I hope to die during an inservice because the transition from life to death would be minimal. -Unknown

3. Let’s get on the same page….

4. There appears to be three current primary influences on deaf education: • Inclusion • Bilingual/Bicultural instruction • Cochlear Implants

5. Bilingual/Bicultural • ASL as first language and English as second language • Deaf students with deaf parents consistently perform better on English reading tests than those with hearing parents. • Embrace sign language as a bridge to English (second language).

6. What is ASL? • a visual language that includes features such as classifiers, space, facial expression, body language, directional verbs, sequencing and description (Schimmel, Edwards & Pickett, 1999). • Many of these features are not documented in print • Let’s take a quiz…..

7. True or False? • Signing and talking at the same time (Total Communication) is using English and ASL at the same time. • ASL has it’s own grammar and syntax. • Most English grammar features can be translated into ASL (ie: pronouns, linking verbs, etc) • Mouth movements and body shifting are important elements of all signed languages. False True True True

8. Can you “read” this? Investigating the functional link between gene expression and transcription factor binding at promoters, computational approaches for explaining co-regulated gene clusters could identify overrepresented sequence motifs in the gene promoters (18–20). Examples of combinatorial regulation through pairs of sequence elements emphasized the importance of element order (21). From www.oxfordjournals.org

9. A NEED FOR FAIRVIEW Many of our Deaf students have learned to DECODE words --- but not COMPREHEND them within a CONTEXT! It was a stormy night. James had to hurry inside. He was sitting at the table when the lights went out. He couldn’t see anything at all. He accidentally knocked over his milk. It went all over.

10. A NEED FOR FAIRVIEW Many of our Deaf students have learned to DECODE words --- but not COMPREHEND them within a CONTEXT! It was a stormy night. James had to hurry inside. He was sitting at the table when the lights went out. He couldn’t see anything at all. He accidentally knocked overhis milk. Itwent all over.

11. IRA: Phonemic Awareness Phonics Vocabulary Fluency Comprehension Writing Fairview Learning: Adapted Dolch Word Lists The Bridge Lists Phonemic Awareness Reading Comprehension ASL Development/Written English IRA reading components & Fairview Learning

12. Teaching Strategies: Components of a Balanced Reading Program Modeled Shared Guided Independent

13. Adapted Dolch Word Lists ^ can 3 ^ get 3 (Show sample video, share card samples, in small groups- pretest partners, discussion, examples for classroom use….)

14. Adapted Dolch Word Lists Mary Gets New Shoes One day Mary and her mom went to the store to get her some new shoes. Mary wanted to get red shoes, but her mom wanted her to get blue shoes. When they got to the store, they looked at many shoes. Mary got very excited about the many shoes. Mary looked at red shoes and told her mom she wanted to get them. Mary’s mom looked at blue shoes and told Mary that she liked the red shoes better and that Mary could get the red shoes. Mary was so happy. Mary and her mom got the red shoes and left the store. When they got outside it was raining. They did not want to get wet, so they ran to get to the car. Then, they drove home.

15. Adapted Dolch Word Lists Use the pictures to write sentences using the word ‘get’. book park sick

16. The Bridge Lists [take care of] [from time to time] [just about] [fall down] infinitives (Video shared, in small groups-pretest a partner, discuss, share classroom examples…) • Bridging refers to the “visual translation of the phrase’s true meaning in context” (Schimmel, Edwards & Prickett, 1999; p.300).

17. [GOT TO] 3 • ALLOWED 2. ARRIVED 3. MUST We [got to]the airport an hour early but still missed our flight. Students [havegot to] study if they want to pass this class. At SeaWorld, I [got to] pet a dolphin! We got to the airport an hour early but still missed our flight. At SeaWorld, I got to pet a dolphin! Students have got to study if they want to pass this class.

18. The Bridge Lists ~ The boy runs fast and then falls down. I see the tall tree fall down. After the fire, the school fell down. The girl cut the tree and it fell down When the tree fell down, the birds flew away. The wind made the house fall down. The girl pushed the boy and he fell down.

19. Adapted Dolch AND Bridge Lists • Pre-test ~ everyone starts at PrePrimer • Graph student’s results • Dolch words, bridges and phonics are reading basics • Act silly, be creative, play games, INTERACT with many different kinds of text • Make it fun and practical • Post test • We want this to be automatic!

20. Support for automaticity and chunking… The boy ran to school. LS DTVF BIJ FKU SA LSD TV FBI JFK USA

21. Read…Think…Sign Insert a photo of my classroom poster.. “Tell me what you read” Attach PRONOUNS to their Antecedents! Mark [had to] [make up] a story. He wrote 3-pages then read it to himself. It was really funny.

22. ASL Development • Student signs story • ASL teacher re-tells story • Student signs again • Record • Illustrate • Document

23. Spontaneous Written English • Student writes story • Teacher and student edit • Student copies, types and illustrates

24. Research to support… • The purpose of this study was to replicate the Andrews (1994) investigation that used ASL summaries, as well as part of the Schimmel, et al (1999) study on bridging English word phrases to ASL.

25. Subject/Setting • Caucasian nine-year-old male • Bilateral cochlear implants • Onset of hearing loss was unknown, however, he had documented hearing aid use from the ages of two through four-year old. • Luke (a pseudonym) had an IEP and received daily teacher of the deaf (TOD) services and was mainstreamed • Small, rural school • Hearing parents

26. Study Design • Alternating treatment design • Systematically alternating intervention components (a) ASL summaries and (b) bridging English to ASL phrases in comparison to the initial baseline phase, a cause and effect relationship between each strategy and student comprehension could be established.

27. Independent Variables (2) • ASL Summaries • Basically, the investigator used a variety of ASL features (e.g., clarifiers, body shifts, and directional verbs) to augment Luke’s understanding of what was about to be read. • The summary also focused on the main topic and three to five main points.

28. Independent Variables (cont.) • Bridging • The researcher showed Luke the ASL equivalent for 10-15 English phrases on flashcards. The teacher researcher then labeled three to five English phrases within the text with “ [ ]”. • Luke was asked to give the ASL equivalent for each of the bracketed phrases identified. If he was not able to provide the ASL bridging, the researcher provided it.

29. Results Insert graph