Learning with a Missing Sense: What Can We Learn from the Interaction of a Deaf Child with a Turtle?

Autor/in	Miller, Paul
Titel	Learning with a Missing Sense: What Can We Learn from the Interaction of a Deaf Child with a Turtle?
Quelle	In: American Annals of the Deaf, 154 (2009) 1, S.71-82 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Speech; Sign Language; Programming Languages; Oral Language; Deafness; Language Skills; Nonverbal Communication; Case Studies; Cognitive Development; Thinking Skills; Phonology; Intervention; Language Acquisition; Partial Hearing; Disabilities; Grade 4; Tutoring; Tutors; Semitic Languages; Foreign Countries; Reading Comprehension; Academic Achievement; Multiple Choice Tests; Israel; Israel (Haifa) + Suchen Sie Ihr Suchwort? Speaking; Sprechen; Gebärdensprache; Oral interpretation; Mündlicher Sprachgebrauch; Gehörlosigkeit; Taubstummheit; Language skill; Sprachkompetenz; Non-verbal communication; Nonverbale Kommunikation; Case study; Fallstudie; Case Study; Kognitive Entwicklung; Denkfähigkeit; Fonologie; Sprachaneignung; Spracherwerb; Hörbehinderung; Handicap; Behinderung; School year 04; 4. Schuljahr; Schuljahr 04; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Arabisch; Hebräisch; Ausland; Leseverstehen; Schulleistung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	This case study reports on the progress of Navon, a 13-year-old boy with prelingual deafness, over a 3-month period following exposure to Logo, a computer programming language that visualizes specific programming commands by means of a virtual drawing tool called the Turtle. Despite an almost complete lack of skills in spoken and sign language, Navon made impressive progress in his programming skills, including acquisition of a notable active written vocabulary, which he learned to apply in a purposeful, rule-based manner. His achievements are discussed with reference to commonly held assumptions about the relationship between language and thought, in general, and the prerequisite of proper spoken language skills for the acquisition of reading and writing, in particular. Highlighted are the central principles responsible for Navon's unexpected cognitive and linguistic development, including the way it affected his social relations with peers and teachers. (Contains 1 table.) (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10