The State of Research on Communication and Literacy in Deafblindness

Autor/inn/en	Bruce, Susan M.; Nelson, Catherine; Perez, Angel; Stutzman, Brent; Barnhill, Brooke A.
Titel	The State of Research on Communication and Literacy in Deafblindness
Quelle	In: American Annals of the Deaf, 161 (2016) 4, S.424-443 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Literacy; Deaf Blind; Synthesis; Educational Research; Communication Strategies; Discourse Modes; Context Effect; Content Analysis; Faculty Development; Interpersonal Communication; Organizational Communication; Communication Research; Elementary Secondary Education; Literature Reviews + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Mehrfach Behinderter; Bildungsforschung; Pädagogische Forschung; Kommunikationsstrategie; Diskursethik; Inhaltsanalyse; Interpersonale Kommunikation; Kommunikationsforschung
Abstract	In a synthesis of the research, the authors present findings from communication and literacy studies conducted with children and youth with deafblindness, ages 0-22 years, and published in peer-reviewed journals, 1990-2015. Findings are organized within the structure of the four aspects of communication: form, function, content, context. The studies implemented child-guided and systematic instructional approaches. Studies on form addressed tangible representations, gestures, pictures, and technologies to increase expressive communication rates, and included research focusing on specific functions. Most of the research on context addressed the coaching of adult communication partners to improve responsiveness. Research on communication by children who are deafblind has focused almost exclusively on improving expressive communication. Therefore, there is a need for research on receptive communication and comprehension. In the area of literacy, studies are needed on emergent literacy and reading and writing interventions for children who are deafblind. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01