A Case Study of a Teacher Implementing Guided Reading in a Deaf Classroom

Autor/in	Jeffries, Richard Lee, Jr.
Titel	A Case Study of a Teacher Implementing Guided Reading in a Deaf Classroom
Quelle	(2010), (136 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Nebraska - Lincoln
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-2418-6
Schlagwörter	Hochschulschrift; Dissertation; Research Design; Partial Hearing; Visual Aids; Grade 3; Reading Instruction; Teaching Methods; Observation; Deafness; Lesson Plans; Case Studies; Educational Strategies; Data Collection; Interviews; Educational Resources + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Forschungsdesign; Hörbehinderung; Anschauungsmaterial; School year 03; 3. Schuljahr; Schuljahr 03; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Gehörlosigkeit; Taubstummheit; Lesson planning; Unterrichtsplanung; Case study; Fallstudie; Case Study; Lehrstrategie; Data capture; Datensammlung; Interviewing; Interviewtechnik; Bildungsmittel
Abstract	Guided reading is used frequently in reading instruction for young learners but it is not one of the primary approaches used with deaf and hard of hearing children. Guided reading is an approach that allows teachers to emphasize developing skills through a blend of teaching strategies to ensure successful reading instruction. With limited implementation of and research about guided reading in the field of deaf education, this study provides a view of the possibilities and requirements for this approach with deaf and hard of hearing children. The research design was a case study with a single participant, a classroom teacher working with deaf third graders. Three types of data were gathered: classroom observation notes, interview responses, and lesson plans. Through analysis of nine weeks of classroom observation notes, lesson plans and three interview transcripts, several key elements necessary for guided reading in deaf classrooms emerged: assessments; books; mini-lessons; story-signing; use of visual aids; and English and visual tools. The study revealed that in order for a teacher to implement guided reading successfully with deaf and hard of hearing children, it is essential that the teacher incorporate: a strong assessment plan; selection of appropriate books; appropriate grouping of students; development of effective lesson plans; incorporation of American Sign Language (ASL); and development of effective mini-lessons. This study of the process of the implementation of guided reading in one elementary classroom provides the field of deaf education reasons to explore further how guided reading can support deaf children's reading development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10