Zobrazeno 1 - 10
of 40
pro vyhledávání: '"Hannah M. Dostal"'
Publikováno v:
Languages, Vol 8, Iss 4, p 240 (2023)
From the inception of this Special Issue on translanguaging in deaf communities, we noted that translanguaging is a rapidly evolving field with a broad focus [...]
Externí odkaz:
https://doaj.org/article/3e3d2587894b47dd87169fb0925547aa
Publikováno v:
Ampersand, Vol 1, Iss C, Pp 19-27 (2014)
Similar to second language students who embed features of their primary languages in the writing of their second languages, deaf and hard of hearing (d/hh) writers utilize features of American Sign Language (ASL) in their writing of English. The purp
Externí odkaz:
https://doaj.org/article/1eda3273d11e4d4596266875ea6a86df
Autor:
Jessica A. Scott, Hannah M. Dostal
Publikováno v:
Education Sciences, Vol 9, Iss 2, p 135 (2019)
This article explores the available research literature on language development and language interventions among deaf and hard of hearing (d/hh) children. This literature is divided into two broad categories: Research on natural languages (specifical
Externí odkaz:
https://doaj.org/article/80f015544073424fb08cadaad14a7497
Autor:
Joan Weir, Hannah M. Dostal
Publikováno v:
Strategies for Promoting Independence and Literacy for Deaf Learners With Disabilities ISBN: 9781668458396
The ability to write clearly and effectively is an important communication skill that is necessary for school and employment, as it is often the best way to disseminate information and ideas. Both unrecorded sign and speech are ephemeral, but writing
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::71e7e6dfb2274235afeb40d15500f262
https://doi.org/10.4018/978-1-6684-5839-6.ch004
https://doi.org/10.4018/978-1-6684-5839-6.ch004
Publikováno v:
Journal of Adolescent & Adult Literacy. 65:149-161
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::682666618ae78886e702a00ed751e751
https://doi.org/10.1002/jaal.1189
https://doi.org/10.1002/jaal.1189
Autor:
Ki Young Kang, Chidinma Amadi-Ihebuzor, Jessica A. Scott, Hannah M. Dostal, Joan Weir, Teri-Ann Bernard
Publikováno v:
The Reading Teacher. 74:539-547
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b1ba7c99c2b42ef7b25c3957d3686f68
https://doi.org/10.1002/trtr.1972
https://doi.org/10.1002/trtr.1972
Publikováno v:
Reading and Writing. 33:2097-2119
This study examined the print exposure of teacher candidates (N = 195) in relation to their GPAs, achievement in reading and writing on the SAT, and their self-ratings of their own early (K to Grade 5) reading experiences. Participants came from unde
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::95e769605295baf60e06dba5680ea0a5
https://doi.org/10.1007/s11145-020-10035-3
https://doi.org/10.1007/s11145-020-10035-3
In this chapter, the authors explore the practice of inclusion as it relates to the education of deaf and hard of hearing (d/hh) students. Using the current situation in Jamaica as a microcosm, it is argued that for this specific population of studen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f5361bbb45226251d407d63585ed5811
https://doi.org/10.4018/978-1-6684-3542-7.ch005
https://doi.org/10.4018/978-1-6684-3542-7.ch005
Strategic and Interactive Writing Instruction (SIWI) involves teaching cognitive writing strategies and apprenticing novices within collaborative writing communities. It is responsive to deaf students' diverse language experiences through embedded me
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5e3c8fbf3a9555bdc229b7463819a5fc
https://acuresearchbank.acu.edu.au/item/8xx3x/specialized-writing-instruction-for-deaf-students-a-randomized-controlled-trial
https://acuresearchbank.acu.edu.au/item/8xx3x/specialized-writing-instruction-for-deaf-students-a-randomized-controlled-trial
Publikováno v:
Writing & Pedagogy. 11:1-22
Interactive Writing (IW) is a powerful support for language and literacy development; however, its emphasis on using oral language to construct written language can present challenges for deaf/Deaf and hard of hearing (d/Dhh) students due to their un
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::219dbf49ed45961867bc8387702a582f
https://doi.org/10.1558/wap.30045
https://doi.org/10.1558/wap.30045