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Language and Literacy Education Commons™
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- Deaf children (3)
- Deaf students (3)
- Education (3)
- American Sign Language (2)
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- English language literacy (2)
- Literacy (2)
- Sign Language (2)
- Academic literacy (1)
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- Community Colleges (1)
- Deaf postsecondary students (1)
- Developmental education (1)
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- English Language Learners (1)
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- Grammar Acquisition (1)
- Integrated reading and writing (1)
- Language education (1)
- Postsecondary reading and writing (1)
- Reading (1)
- Reading aloud (1)
- Sign language (1)
- Writing (1)
- X-Word Grammar (1)
Articles 1 - 6 of 6
Full-Text Articles in Language and Literacy Education
Academic Literacy For Deaf Postsecondary Students Through Integrated Reading And Writing Instruction, Sue Livingston
Academic Literacy For Deaf Postsecondary Students Through Integrated Reading And Writing Instruction, Sue Livingston
Publications and Research
Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a model of instruction, exemplified as artifacts in online supplementary materials and juxtaposed with practices used …
Effect Of X-Word Grammar And Traditional Grammar Instruction On Grammatical Accuracy, Sue Livingston, Andi Toce, Cyndi Casey, Fernando Montoya, Bonny R. Hart, Carmela O'Flaherty
Effect Of X-Word Grammar And Traditional Grammar Instruction On Grammatical Accuracy, Sue Livingston, Andi Toce, Cyndi Casey, Fernando Montoya, Bonny R. Hart, Carmela O'Flaherty
Publications and Research
This study first briefly describes an instructional approach to teaching grammar known as X-Word Grammar and then compares its effectiveness in assisting students in achieving grammatical accuracy with traditionally taught grammar. Two groups of L2 pre-college students were taught using curricula and practice procedures in two different grammar texts over a three-month period of time for 20% of their class time. Essays written at three different times were analyzed for the correct and incorrect use of sentence patterns and verb constructs. Results demonstrated that improvement (writing with less error) was larger in both categories for the X-Word Grammar group and …
Suggested Practices For Teaching Developmental Writing To Postsecondary Students Who Are Deaf, Sue Livingston
Suggested Practices For Teaching Developmental Writing To Postsecondary Students Who Are Deaf, Sue Livingston
Publications and Research
A LaGuardia Community College course in developmental writing for deaf students features small class size and teachers fluent in American Sign Language. Teaching practices include reading of model essays on topics of interest to deaf students, peer feedback on the first two drafts of writing assignments, and student "reading aloud" of essays in English-like sign language.
How To Read Aloud To Deaf Children And Young Adults, Sue Livingston, Maureen Collins
How To Read Aloud To Deaf Children And Young Adults, Sue Livingston, Maureen Collins
Publications and Research
No abstract provided.
An Alternative View Of Education For Deaf Children: Part Ii, Lil Brannon, Sue Livingston
An Alternative View Of Education For Deaf Children: Part Ii, Lil Brannon, Sue Livingston
Publications and Research
How might deaf children acquire one of the primary goals of education literacy in English? This article suggests that literacy in English as well as knowledge of the English language can be acquired concomitantly through developmental reading and writing activities that reflect principles of first language acquisition if students bring to these activities relatable experiences which they have already linguistically represented. Such activities engage students in reading and writing where content and context support them in their attempts to actively understand and convey meaning in English. The end product of, rather than the prerequisite for, this meaningful reading and writing …
An Alternative View Of Education For Deaf Children: Part I, Sue Livingston
An Alternative View Of Education For Deaf Children: Part I, Sue Livingston
Publications and Research
Quigley and Kretschmer (1982) asserted that the primary goal of education for deaf children should be literacy in English. This article presents an alternative view that there be two primary goals: (a) thinking and learning through the development of meaning-making and meaning-sharing capacities and (b) the acquisition of literacy in English. In this article, the first of these goals is viewed as the more fundamental since it facilitates the acquisition of knowledge while it simultaneously serves as the prerequisite for the acquisition of literacy in English. Because neither direct language instruction nor the exclusive use of English in sign will …