Young Deaf Children's Fingerspelling in Learning to Read and Write: An Ethnographic Study in a Signing Setting

Autor/in	Roos, Carin
Titel	Young Deaf Children's Fingerspelling in Learning to Read and Write: An Ethnographic Study in a Signing Setting
Quelle	In: Deafness and Education International, 15 (2013) 3, S.149-178 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1179/1557069X13Y.0000000020
Schlagwörter	Young Children; Deafness; Ethnography; Longitudinal Studies; Finger Spelling; Sign Language; Emergent Literacy; Educational Practices; Memorization; Decoding (Reading); Recall (Psychology); Teacher Response; Teaching Methods; Educational Strategies; Learning Strategies; Reading Strategies; Writing Strategies; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Frühe Kindheit; Gehörlosigkeit; Taubstummheit; Ethnografie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fingeralphabet; Gebärdensprache; Frühleseunterricht; Bildungspraxis; Gedächtnistraining; Dekodierung; Abberufung; Lehrerkommentar; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Reading strategy; Leselernstufe; Lesetechnik; Schreibtechnik; Ausland; Schweden
Abstract	This paper presents a study of children's use of fingerspelling. It is part of a larger longitudinal ethnographic study of deaf children, who were 3-6 years old when the study started. They are early signers using Swedish Sign Language in communication with teachers and peers. The aim of this paper is to examine the different functions which fingerspelling has as a part of literacy learning in the early years and later at school. Six main themes are identified when the children first explore and learn to fingerspell: (i) exploring handshapes, letters, inventing fingerspelling, and later exploring its use and learning to fingerspell in literacy practices; (ii) exploring the direction of writing and fingerspelling; (iii) practising and memorizing words; (iv) decoding words; (v) recalling from memory; and (vi) fingerspelling as a tool for exploring the relationships; between letters, words, signs, mouth movements, and voice. These aspects of children's fingerspelling and their possible implications are addressed, as are some findings regarding how teachers respond to the children's attempts at fingerspelling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10