Literaturnachweis - Detailanzeige
| Autor/inn/en | Dostal, Hannah; Gabriel, Rachael; Weir, Joan |
|---|---|
| Titel | Supporting the Literacy Development of Students Who Are Deaf/Hard of Hearing in Inclusive Classrooms |
| Quelle | In: Reading Teacher, 71 (2017) 3, S.327-334 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1002/trtr.1619 |
| Schlagwörter | Literacy Education; Hearing Impairments; Deafness; Inclusion; Teaching Methods; Outcomes of Education; Educational Principles; Classroom Techniques; Educational Strategies |
| Abstract | Students who are deaf or hard of hearing present unique opportunities and challenges for literacy instruction in mainstream classrooms. By addressing the specific needs of this diverse student community, teachers are given the chance to sharpen instruction and create learning opportunities for the entire class. The authors discuss two easy-to-follow principles that will increase literacy outcomes for students who are deaf or hard of hearing and all other learners by making content and thinking visible and optimizing access to the language and thoughts of all readers and writers. Practical tips and strategies are based on research and experience across a range of settings, including schools for the deaf with signing students, and mainstream classrooms with students who use listening and spoken language are included. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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