Reading to deaf and hard of hearing children. ASDC 2011 Conference at MD School for the Deaf.

1. Reading to Young Deaf or Hard of Hearing Children Sarah Fairbanks Adrienne King Patty Muldowney Louise Rollins

2. Teachers at Maryland School for the Deaf, Family Education and Early Childhood Department We work with children from birth through age 5 We work with children with varying degrees of auditory access, amplification, and communication choices Who are we?

3. We have hosted ASL story times for deaf and hard of hearing children ages 3-5 since 2009. These story times were funded by grants from the Maryland State Department of Education. Deaf, hard of hearing, and hearing children ages three to five were eligible for participation. Together, we have worked with over 50 families across Maryland promoting early literacy and supporting families as they read together. Our Story Time Sessions

5. Varied learning styles/multiple intelligences

6. Activating prior knowledge

7. Making personal connections

8. Turn-taking

9. Capitalize on children’s interest

10. Acting out the story

11. Maintaining children’s attention

12. Realistic props/materials

13. Photographs

14. Color pictures

15. Pictures from the illustrations

16. Read it again and again

18. For the complete version, refer to your handout or please see http://clerccenter.gallaudet.edu

19. New version in ASL:

20. http://www.gallaudet.edu/Clerc_Center/Information_and_Resources/Info_to_Go/Language_and_Literacy/15_Principles_for_Reading_to_Deaf_Children.html 15 Principles for Reading to Deaf Children

22. Best practices for young deaf/hard of hearing children

23. Positioning & set-up

24. Changing the position of the sign Signing on the book Signing on the child Signing in a natural space

26. Use classifiers to show shape or motion

27. Gesture/act out

28. Refer to pictures in the book

30. Fingerspelling

31. Point to the words before starting to read

32. “Oh no, what happened? Let’s read to find out.”

33. “Don’t turn the page yet! I didn’t read the words.”

34. Storytelling in ASL – aids in concept development

35. Spoken English highlighting or sandwiching when appropriate

38. Bring the book/prop up to your face to encourage her to look at you

39. Move the book/prop to where he is looking

40. Get her involved!

41. Tap to get attention again

42. Keep it fun and active

43. Body language

44. Facial expressions

45. Energetic reading styleMaintaining Children’s Attention

46. Repetition Reading the same books over and over again helps young children learn and comprehend new vocabulary, expand their understanding of the story, and make personal connections. ASL to English continuum Vocabulary choices—choosing target words. What do you do when the English text is repetitive and not interesting in ASL? Reading what you signed because they missed it.

47. Role Shifting Role shifting occurs when a signer describes a person or characters, tells what a person did or said, or shows how a person thinks or feels. The signer is able to make the characters in the story more visual and make them come to life. Parents who read in spoken English use their voice inflection to tell stories and differentiae between characters. Parents who read in ASL use their body language, facial expressions, and body position to differentiate between characters. Duck Rabbit by Amy Krouse Rosenthal

48. Wait Time Short activity—Did You Want to See More? In high quality literature for young children the pictures often tell the whole story. Young deaf/hard of hearing children need time to absorb the illustrations. For young deaf/hard of hearing children learning to shift their visual attention from the book to the signer and back takes practice.

50. Choosing high quality children’s literature

51. Group activity Take a look at the children’s books provided – What strengths and weaknesses do you see in those books? Which books would be good to use with your child? * Handout - list of favorite books & authors Choosing books

52. Choosing high quality children’s literature

53. Make personal connections Make connections to the world around them Broadening and deepening understanding of a concept Be able to retell a story Build vocabulary Move from concrete to abstract What we want kids to get out of reading at this age

54. Understand basic sequence of events Develop a love for books and reading Express creativity Develop dramatic play/pretend skills Understand varied perspectives Develop concepts of print What we want kids to get out of reading at this age

55. Group Activity- Use the books at your tables to come up with follow up activities that you could do with your children after reading the story. Expanding the story

57. Make connections to the world around them

58. Broadening and deepening understanding of a concept

59. Be able to retell a story

60. Build vocabulary

61. Move from concrete to abstract

62. Understand basic sequence of events

63. Develop a love for books and reading

64. Express creativity

65. Develop dramatic play/pretend skills

66. Understand varied perspectives

67. Develop concepts of printWhat we want kids to get out of reading at this age

68. PBS Scholastic Sparklebox Kizclub.com Authors’ websites Favorite websites for activity ideas

70. http://clerccenter.gallaudet.edu

71. Reading Rockets

72. http://www.readingrockets.org

73. International Reading Association (IRA)

74. http://www.reading.org

75. Center for Early Literacy Learning (CELL)

76. http://www.earlyliteracylearning.org

77. Helping Your Child Become a Reader

78. http://www2.ed.gov/parents/academic/help/reader/index.html

79. PNC Grow Up Great (Sesame Street)

80. http://www.pncgrowupgreat.com

81. Reading Resources (NCLB)

82. http://www2.ed.gov/parents/read/resources/edpicks.jhtmlOther good resources for early literacy

83. www.lifeprint.com ASL Browser (google me – my URL is too long!) www.aslpro.com www.SigningTime.com Websites to help with ASL