Modeling Reading Vocabulary Learning in Deaf Children in Bilingual Education Programs

Autor/inn/en	Hermans, Daan; Knoors, Harry; Ormel, Ellen; Verhoeven, Ludo
Titel	Modeling Reading Vocabulary Learning in Deaf Children in Bilingual Education Programs
Quelle	In: Journal of Deaf Studies and Deaf Education, 13 (2008) 2, S.155-174 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enm057
Schlagwörter	Written Language; Bilingual Education; Deafness; Vocabulary Development; Children; Models + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Bilingual teaching; Bilingualer Unterricht; Gehörlosigkeit; Taubstummheit; Wortschatzarbeit; Child; Kind; Kinder; Analogiemodell
Abstract	The acquisition of reading vocabulary is one of the major challenges for deaf children in bilingual education programs. Deaf children have to acquire a written lexicon that can effectively be used in reading. In this paper, we present a developmental model that describes reading vocabulary acquisition of deaf children in bilingual education programs. The model is inspired by Jiang's model of vocabulary development in a second language (N. Jiang, 2000, 2004a) and the hierarchical model of lexical representation and processing in bilinguals (J. F. Kroll & E. Stewart, 1988). We argue that lexical development in the written language often fossilizes and that many words deaf readers acquire will not reach the final stage of lexical development. We argue that this feature is consistent with many findings reported in the literature. Finally, we discuss the pedagogical implications of the model. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10