Welcome to Module 3,!

6. Deaf readers make what is implied explicit

When deaf readers sign a story, they tend to add information to emphasize ideas in the story that are not directly stated in the text, but are clearly implied.

For example, when a deaf father read Little Red Riding Hood to his daughter, he explained how the wolf donned the grandmother’s clothing. Then the father added, “He is trying to fool the girl.” The text never stated that, but the father wanted to make the reason obvious to his daughter.

Adding information to make the meaning explicit, or to clearly state the main idea or moral of the story, appears to be a common technique used by deaf readers.

Another example can be found in the way that deaf readers interpret the story called The Dancing Fly.

The first few lines of text are “There was a little fly, and it flew into the store. It danced on the window, and it danced on the floor.”

When observing 10 different deaf readers signing the story, all introduced the fly, then added the sign for “arrogant” or “big-headed.” The text never mentions the fly’s personality, but this trait is implied throughout the story.

This technique seems to be intuitive on the part of deaf readers, but through it, deaf readers “read between the lines” to show how a story has meaning beyond the printed text.

Self-reflection: How was it for you to read the book only using nonverbal communication? Was it easy, or hard? Do you think by using non verbal communication, anyone could retell this story? What would you do differently if you signed?

7. Deaf readers adjust their sign placement to fit the story

Principle 7 says that deaf readers adjust their sign placement to fit the story.

A common strategy used by deaf adults reading to children is to adjust the placement of signs to maintain interest and variety.

Sometimes they will place a sign directly on the child. For example, they place the sign for “cat” directly on the child’s face. Other times the reader will make the sign on the book or the illustration. At still other times, the reader will make the sign in the regular manner.

8. Deaf readers adjust their signing style to fit the story

Research on deaf parents demonstrates that they make use of extensive variations in signing style to add dimension to the characters and to make the story more interesting for their deaf children.

For example, a reader might adopt a more rigid, stilted signing style to portray an uptight person. Or, they may use miniature signs or a very small signing space to depict someone who is timid. A large space with large signs might be used to show a flamboyant character.

Self Reflection: Think about how you would sign the low, medium, and high voices from the cartoon.

8. Deaf Readers adjust their signing style to fit the story

Although the principles are taught as separate principles, they are often combined as needed when reading to a deaf child.

Review the video above, "Mary had a Little Lamb" and look for examples of the first 8 principles.

9. Deaf readers connect concepts in the story to the real world

Successful readers are known to constantly relate experiences of their own to the characters and events in the stories they’re reading. Parents and caregivers help children build this skill by regularly pointing out connections between the story and the lives of the children while they’re reading. In other words, if the adult is reading a story about a cat, they might talk about the child’s own cat or a friend’s cat.

10. Deaf readers use attention maintenance strategies

It’s perfectly natural for deaf children to look away or down at the book sometimes while the adult is reading a story.

Although this can be frustrating, experienced deaf readers respond by:

• Lightly tapping a shoulder or nudging gently
• Moving the book
• Using facial expression and eye contact to maintain attention
• Trusting that the child’s peripheral vision will help them pick up information.

Never grab a child’s chin to pull him/her to attention. We want the reading experience to be pleasurable.

1. Tell a Story Without Using American Sign Language
   
   
1. Take a few minutes and review these pages from the book The Three Bears.

• Try telling the story using nonverbal communication (without American Sign Language).

3. Purpose of This Activity

Hearing parents with deaf children are often not acquainted with American Sign Language and early in the reading process may use nonverbal communications (e.g., gestures, mime, pointing) when they forget a particular sign.

For individuals who are fluent in ASL, it is important to remember hearing parents or other individuals need to be able to fill in story reading with these types of communications until they become more familiar with ASL.