Abstract

A three-level prereading model based on deaf children's early attempts at learning about prereading is proposed based on a 9-month longitudinal study. This model contends that reading can be initiated by giving deaf children opportunities to match their internalized manual language to printed words. The recommended procedures stress the use of joint reading-related activities involving parents, teachers, and peers. The classroom experiments and parental interviews provide evidence to support this prereading model. A developmental sequence is defined for deaf children based on the students' emergent prereading behaviors. Suggestions are also made for teachers and parents interested in promoting prereading in young deaf children.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 210-217
Launched on MUSE
2013-04-22
Open Access
No
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