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Vocabulary instruction for the devel...

Pizzo, Lianna.

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Vocabulary instruction for the development of American Sign Language in deaf children: An investigation into teacher knowledge and practice.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Vocabulary instruction for the development of American Sign Language in deaf children: An investigation into teacher knowledge and practice./
作者:	Pizzo, Lianna.
面頁冊數:	237 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3591865
ISBN:	9781303325854

Vocabulary instruction for the development of American Sign Language in deaf children: An investigation into teacher knowledge and practice.
Pizzo, Lianna.

Vocabulary instruction for the development of American Sign Language in deaf children: An investigation into teacher knowledge and practice. - 237 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--Boston College, 2013.

The acquisition of vocabulary is an important aspect of young children's development that may impact their later literacy skills (National Reading Panel, 2000; Cunningham & Stanovitch, 1997). Deaf children who are American Sign Language users, however, often have smaller vocabularies and lower literacy levels than their hearing peers (Lederberg & Prezbindowski, 2001; Schirmer & McGough, 2005). Despite the importance of teaching vocabulary for young deaf children, there are very few investigations on this important topic (Luckner & Cooke, 2010).

ISBN: 9781303325854Subjects--Topical Terms:

1017530
Education, Early Childhood.

Vocabulary instruction for the development of American Sign Language in deaf children: An investigation into teacher knowledge and practice.
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245 1 0 $a Vocabulary instruction for the development of American Sign Language in deaf children: An investigation into teacher knowledge and practice.
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500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Susan Bruce.
502 $a Thesis (Ph.D.)--Boston College, 2013.
520 $a The acquisition of vocabulary is an important aspect of young children's development that may impact their later literacy skills (National Reading Panel, 2000; Cunningham & Stanovitch, 1997). Deaf children who are American Sign Language users, however, often have smaller vocabularies and lower literacy levels than their hearing peers (Lederberg & Prezbindowski, 2001; Schirmer & McGough, 2005). Despite the importance of teaching vocabulary for young deaf children, there are very few investigations on this important topic (Luckner & Cooke, 2010).
520 $a This study examines the nature of vocabulary instruction by four early childhood teachers of deaf children (TODs) from two classrooms through a qualitative collective case study. Findings indicated that the Four-Part Vocabulary Program (Graves, 2006) could account for the nature of vocabulary in these classrooms; however, within this framework TODs used qualitatively different language strategies to address the unique aspects of teaching a visual language. Furthermore, there was interplay of teacher knowledge about learners, curricula, and pedagogy that informed their instructional planning and decision-making. Implications of this study include the varying roles of teacher knowledge, experience, and evidence in guiding ASL vocabulary instruction for TODs.
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