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Full-Text Articles in Education
Siwi In An Itinerant Teaching Setting: Contextual Factors Impacting Instruction, Rachel Machelle Saulsburry
Siwi In An Itinerant Teaching Setting: Contextual Factors Impacting Instruction, Rachel Machelle Saulsburry
Doctoral Dissertations
In the last 40 years, there has been a shift in where deaf and hard-of-hearing (d/hh) students have been educated (Foster & Cue, 2009), with a majority of d/hh students now spending at least part of their school day in the general education classroom instead of residential or day-schools for the deaf. Many of these students receive specialized support from an itinerant teacher. D/hh children have unique language needs due to their access (or lack thereof) to natural language for acquisition purposes. Insufficient access to language, ASL or English, may be due to: delays in identification and/or amplification, auditory input …
Teaching Multiple Meaning Words To Deaf And Hard Of Hearing Students Using Contextually-Based Vocabulary Instruction And Metacognitive Skills, Calla Rieger
Theses, Dissertations and Capstones
The purpose of this study was to examine the effectiveness of using contextually-based vocabulary instruction and metacognitive skills to teach multiple meaning words to deaf and hard of hearing (DHH) students. Deaf and hard of hearing students have limited vocabularies and struggle to understand and use multiple meaning words and as a result, their reading comprehension suffers (Paul, 1987). Furthermore, DHH readers are less likely to use metacognitive techniques such as looking back or rereading a text to monitor comprehension, drawing upon background knowledge to define unfamiliar words, and detecting inappropriate information in passages than their hearing peers (Marschark & …