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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 Health and Wellness: Building Resilience in Deaf Bilingual Classrooms Woodford, Ashley. - : eScholarship, University of California, 2021 BASE Show details 2 Fostering Identity through Stories of Culture and Social Justice: Empowering Deaf Students to Embrace their Identities Fully and Authentically. Reynoso, Juan Angel. - : eScholarship, University of California, 2021 BASE Show details 3 An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data Jones, Gabrielle In: Dissertations (2021) BASE Show details 4 Let’s Plant a Seed: Improving Expressive American Sign Language Skills Through Science Videos Drost, Sara Auden. - : eScholarship, University of California, 2020 BASE Show details 5 Climate Change: Empowering Deaf Students to Think Critically and Take Action Wickman, Jennifer Ann. - : eScholarship, University of California, 2020 BASE Show details 6 Demonstrating Scientific Understanding through ASL and English Imagery Jaramillo, Moises. - : eScholarship, University of California, 2019 BASE Show details 7 Exploring History Through Literature Circles Jarashow, Adam Levis. - : eScholarship, University of California, 2017 BASE Show details 8 Learning Tools to Enhance Student Achievement in an ASL-English Flipped Classroom for Deaf Students Chung, Michelle. - : eScholarship, University of California, 2016 BASE Show details 9 A cross-cultural and cross-linguistic analysis of deaf reading practices in China: case studies using teacher interviews and classroom observations Jones, Gabrielle. - 2013 Abstract: Longstanding beliefs about how children read accentuate the importance of phonological processing in mapping letters to sound. However, when one considers the nature of the script being read, the process can be far more complicated, particularly in the case of an alphabetic script like English (Share, 2008). Cross-cultural reading research reveals alternative modes of processing text that is not entirely phonological. Chinese is known for its non-alphabetic script and its greater reliance upon morphological processing (Anderson & Kuo, 2006), visual skills (Ho & Bryant, 1997; Huang & Hanley, 1995; McBride-Chang & Zhong, 2003), and radical awareness- all argued to be essential skills in deciphering the character-based script. Given the more visual and semantic structure of Chinese, would reading Chinese be easier for deaf students than a sound-based system like English? Deaf readers in China are nevertheless required to learn two very different scripts- one alphabetic (Pinyin) and another non-alphabetic (Simplified Chinese characters). Furthermore, we must consider the relationship between languages in the child’s environment (e.g. a tonal spoken language and a signed language) and the varying scripts (alphabetic and non-alphabetic Chinese). This study investigates how deaf teachers introduce scripts and languages within a bilingual classroom in China. Qualitative data were collected through teacher interviews and classroom observations. The data analysis approach relies upon principles incorporated from Grounded Theory (Bryant & Charmaz, 2007) and suggests the importance of sign language as a visual communicative strategy in teaching reading. By examining deaf children’s reading practices cross-culturally, researchers and practitioners will better understand the sociocultural and sociolinguistic influences that drive and shape reading instruction. Furthermore, investigating a context where the script is less sound based allows us to explore just how visual a deaf reader can be. Keyword: Chinese literacy; Chinese Sign Language; Cross-cultural research; Deaf; Orthography; Reading instruction URL: http://hdl.handle.net/2142/44319 BASE Hide details

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