Strategies for teaching reading aloud to a deaf child
Impossible! This is the first reaction of many parents and teachers of deaf children who think that their children or students can not learn to read aloud, or they can not do so because of their deafness. But the reality is, deaf children can learn to read aloud and understand what is read, using sign language, mime and pantomime.
Some teachers and parents are left with the primer phonics and learning the mechanics of reading, thinking that as listeners learn to read, so the deaf learn to read. This idea is wrong as phonetic methods are used exclusively, without taking into account the particular needs of deaf children.
Much has been researched on how to develop reading in deaf children. Reading is an essential element in the education of deaf children because of their importance in language development.
But little has been investigated applying the technique of storytelling in “great voice” for deaf children and their effects. This technique is highly recommended by specialists in the education of deaf as an effective means for developing literacy.
But how? “.
We tell stories to children and listeners but for the deaf?
Some authors have investigated how adults read to their deaf and deaf children have found certain elements that are repeated in the story reading sessions. For example, in a study by Lestina Lartz and in 1993, found that a deaf mother followed a repeating pattern when reading to their deaf children. Patterns were identified and then presented as strategies that were suggested to hearing parents and teachers to use them when reading aloud to their deaf children.
Some authors suggest that if we follow these strategies used by adults who are deaf, we can develop literacy skills in our deaf children, both in the classroom and at home.
Strategies for teaching reading aloud to a deaf child
- The use of sign language, facial expressions and body movements / facial at all times.
- Keep both languages, Spanish and sign the text visible.
- Not limited to written text but add to the narrative elements that are implicit
- The more times they read the story more moving from narrative to read text, shortening the explanations giving more importance to the written text and not to the plates.
- They followed the directions the child, not isolated, but taking into account their comments.
- To align the sign and its size and variety to maintain interest of the child.
- Connect the reading to the child’s reality.
- The location in the address book or beyond.
- The demonstration of changes in characters through body language, mime, the use of space.
- Ask questions by facial expression
These were the strategies used by deaf adults in the United States when they read to their deaf children. We can implement them.
Do not forget that the best activity that an adult can be done with a child is reading a story.
good night, greeting nice meet to you. l am annabelle ramos