Welcome to Module 2, !

1. Deaf adults translate stories using American Sign Language (ASL).

Principle 1 says that deaf adults translate stories using American Sign Language (ASL). When people read stories to deaf children, one of the biggest dilemmas is how to sign: Should they sign in ASL or in a manual code that represents English? Some parents and teachers worry that if they don’t sign every word in proper English word order, deaf children won’t understand the English in the text. But the research cited here shows that deaf parents use ASL to read to their deaf children. So when working with parents and caregivers, it will be important to emphasize the use of conceptually accurate signs and fingerspelling without making parents or caregivers feel inadequate about their signing skills.

2. Deaf adults keep both ASL and English visible

The second principle says that when reading to their deaf children, deaf adults keep both ASL and English visible. So, although deaf readers use ASL, they do also place great importance on the text in the book. Deaf parents demonstrate this importance when they keep the English print visible as they sign in ASL.

The importance of the connection between keeping English print visible while signing ASL can be backed by this research study done by Dr. Susan Mather and Dr. M. Diane Clark. (2012) An Issue of Learning: The Effect of Visual Split Attention in Classes for Deaf and Hard of Hearing Students. Odyssey, Volume(13), p. 20-24. In their study, they analyzed the difference between auditory and visually oriented classrooms by comparing the teaching styles/approaches between deaf teachers who worked with deaf children and hearing teachers who worked with hearing children and deaf/HOH children with interpreters. This study focuses on both groups of students’ attention and how they process information. It is also important to keep in mind that it was noted in the research deaf children only have their visual input to collect information, while hearing children have two inputs: their visual and audio channels, and they are able to naturally overlap these two channels to collect information.

The study showed that the deaf children benefit from a “360 view” of the classroom best, because deaf students need to be able to split their attention effectively in order to remain attentive without becoming overwhelmed with information. This means if deaf children are placed in the classroom strategically to allow a “360 view” of the classroom, they will be able to see their teacher (or interpreter), other students, and the visuals being used in the classroom all at once. The 360 view will help the child effectively use their visual input to collect information as they want/need, and to their capacity. The study emphasized two positive outcomes: the deaf teachers were able to keep the deaf students’ attention for longer, and there were positive effects on the deaf students’ memory.

Applying this study to the 15 principles; to effectively read with a deaf child, the deaf child needs a “360 view.” Which in this case would mean a full view of both the pictures and texts in the book, and the signer at all times. By having all three in view, the child will have the opportunity to lead in their reading experience because they can decide which information to process first and how they want to proceed with guidance from the signer as needed. When the child is able to lead, it is less likely for them to become overwhelmed which will make it easier for the signer to maintain the child’s attention to the book.

So with this principle, we emphasize that everyone, deaf or hearing, will always need to keep English text visible while signing in ASL. This creates a positive reading experience where the children are able to look freely from the ASL signs to the text. Keeping both English and ASL visible also helps young children understand and develop the connection between sign and print.

 I’d want him to look at me, and he’d be looking at the book, and you know -- of course, because I’m signing, the book isn’t where my hands are, and how do I hold this book? We tried 16 different ways to keep the book upright. And we tried . . . it was just a real frustrating experience.”

 - Mother of a deaf child

Remember, it does take some practice to get the hang of physical placement!

3. Deaf adults when reading to their deaf children are not constrained by the text

Our third principle says that deaf adults when reading to their deaf children are not constrained by the text.

 In 1991, Lynne Erting from the Kendall Demonstration Elementary School in Washington, D.C., observed a deaf teacher reading the story Noisy Nora, by Rosemary Wells, to a group of preschool children. The book is about a mouse, Nora, who wants her parents’ attention.

The teacher signed the following to the children:

Daddy is busy. So, Nora goes over to see Mommy, taps Mommy, and says, “Mommy.” But Mommy has to pick the baby up and burp the baby. Maybe the baby has to burp. So she is patting him on the back. Nora tries to get Mommy’s attention, but Mommy is busy with the baby.

As you can see, the text actually said: “Jack needed burping. So Nora had to wait.”

The deaf reader elaborated on the text, using the illustrations, what’s happened so far, the underlying themes, and the needs of the deaf children enjoying the story. The important concept here is to explain in depth to a deaf child what’s happening in the story, not just to give a word-for-word translation of the text.

4. Deaf adults re-read stories to their deaf children on a “storytelling” to “story reading” continuum.

Story telling is liberally extending on the text the first time they read a story. Story reading occurs by using less and less elaboration each successive time the book is read. This is a gradual process, not an abrupt one. In time, the ASL signing more closely resembles the actual text.

Think of it as a continuum, Principle 4 can be thought of the advancement of Principle 3. Elaboration, moving from the inclusion of the background, context, or other details in ASL, is used at the beginning of the continuum and towards the end of the continuum is a more direct representation of the English text.

The same approach is used by teachers in the classroom, where the same story is read and re-read in order to help emerging readers learn about stories. Repetition improves language development. This practice also works well in the home.

The important points to remember about fingerspelling:

• Children need to be exposed to fingerspelling at an early age and on a consistent and regular basis.
• Two techniques have been identified for using fingerspelling.
• The first technique is called the Sandwich Technique by Arlene Blumenthal-Kelly. You fingerspell the word or phrase, sign the word, phrase, or concept, then fingerspell it again. With this technique, signs are “sandwiched” between fingerspellings.
• The second technique, called the Chaining Technique by Dr. Thomas Humphries, fosters the association between ASL and English by first pointing to the words, fingerspelling them, then signing them and finally pointing again to the printed words that the spelling and signing represent.

5. Deaf readers should follow the child’s lead

Deaf readers let children take the lead during read-aloud sessions. This can be as simple as letting the child select the book to be read, permitting the child to turn the pages, and waiting for the child to examine the pictures and text in the book and look up prior to reading the story. Letting the child take the lead may also mean answering questions about the book or allowing the child to talk about an experience related to the book.

As you can see from this cartoon, if the child directs how the reading will occur, you should go with it. If the child wants to go through several pages quickly, that’s fine. When the child stops for a minute, explain the picture. If the child starts from the back and goes to the front of the book, that’s also okay.

Letting the child lead may also mean adjusting the reading style to the child’s developmental level. With younger children or children who have little exposure to reading, you might want to focus on what’s happening in the pictures. As children age and their attention span increases, you can read more complete versions and focus more on the text.

Resource: Ewoldt, C. (1994). Book sharing: Teachers and parents reading to deaf children. In A. D. Flurkey & R. J. Meyer (Eds.), Under the whole language umbrella: Many cultures, many voices (pp. 331-342). Urbana, IL: National Council of Teachers of English.

The research shows that adults often take control when reading to children.

In this research, parents and teachers were videotaped annually as they shared books with 30 deaf children. During the reading sessions, the researchers observed messages that were inadvertently conveyed by parents and teachers. These messages included that adults are authorities on reading, and that reading should be verbatim and error-free. However, the children were not so rigid. The children understand (and so should you) that readers need to follow the lead of children.

We have covered a lot of material so far, and now we want to provide you with an opportunity to reflect on your own experiences.