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Fostering reader response and developing comprehension strategies in deaf and hard of hearing children.

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Title: Fostering reader response and developing comprehension strategies in deaf and hard of hearing children.
Authors: Cerra KK (AUTHOR), Watts-Taffe S (AUTHOR), Rose S (AUTHOR)
Source: American Annals of the Deaf. Dec97, Vol. 142 Issue 5, p379-386. 8p.
Abstract: In response to the increasing use of children's trade books in school reading programs, this article reviews the use of real text, drawing on the application and interaction of two distinct perspectives: reader response theory and comprehension instruction. The authors propose the need to combine knowledge of instruction with the new focus on the role of the reader within response theory and within comprehension research. This article suggests how comprehension instruction and response to literature activities can intersect in the classroom for students who are deaf or hard of hearing. Explicit models and instructional strategies are discussed in the framework of this bimodal approach to reading. A sample list of high quality children's books, including several trade books that feature deaf or hard of hearing characters and issues, is provided as a resource for teachers. [ABSTRACT FROM AUTHOR]
Copyright of American Annals of the Deaf is the property of American Annals of the Deaf and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
URL: 75614
Database: Education Research Complete
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  Data: Fostering reader response and developing comprehension strategies in deaf and hard of hearing children.
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  Data: <searchLink fieldCode="AR" term="%22Cerra+KK%22">Cerra KK</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Watts-Taffe+S%22">Watts-Taffe S</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rose+S%22">Rose S</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22American+Annals+of+the+Deaf%22">American Annals of the Deaf</searchLink>. Dec97, Vol. 142 Issue 5, p379-386. 8p.
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  Data: In response to the increasing use of children's trade books in school reading programs, this article reviews the use of real text, drawing on the application and interaction of two distinct perspectives: reader response theory and comprehension instruction. The authors propose the need to combine knowledge of instruction with the new focus on the role of the reader within response theory and within comprehension research. This article suggests how comprehension instruction and response to literature activities can intersect in the classroom for students who are deaf or hard of hearing. Explicit models and instructional strategies are discussed in the framework of this bimodal approach to reading. A sample list of high quality children's books, including several trade books that feature deaf or hard of hearing characters and issues, is provided as a resource for teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Annals of the Deaf is the property of American Annals of the Deaf and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1353/aad.2012.0287
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        Text: English
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            NameFull: Watts-Taffe S
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              Text: Dec97
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              Y: 1997
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