American Sign Language and Early Literacy : A Model Parent-Child Program
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| Title: | American Sign Language and Early Literacy : A Model Parent-Child Program |
|---|---|
| Description: | The usual definition of the term “literacy” generally corresponds with mastering the reading and writing of a spoken language. This narrow scope often engenders unsubstantiated claims that print literacy alone leads to, among other so-called higher-order thinking skills, logical and rational thinking and the abstract use of language. Thus, the importance of literacy for deaf children in American Sign Language (ASL) is marginalized, asserts author Kristin Snoddon in her new book American Sign Language and Early Literacy: A Model Parent-Child Program. As a contrast, Snoddon describes conducting an ethnographic, action study of the ASL Parent-Child Mother Goose program, provided by a Deaf service agency in Ontario, Canada to teach ASL literacy to deaf children. According to current scholarship, literacy is achieved through primary discourse shared with parents and other intimates, which establishes a child's initial sense of identity, culture, and vernacular language. Secondary discourse derives from outside agents and interaction, such as expanding an individual's literacy to other languages. Snoddon writes that the focus of the ASL Parent-Child Mother Goose program is on teaching ASL through rhymes and stories and some facets of the culture of Deaf ASL users. This focus enabled hearing parents to impart first-language acquisition and socialization to their deaf children in a more natural primary discourse as if the parents were Deaf themselves. At the same time, hearing parents experience secondary discourses through their exposure to ASL and Deaf culture. Snoddon also comments on current infant hearing screening and early intervention and the gaps in these services. She discusses gatekeeper individuals and institutions that restrict access to ASL for young Deaf children and their families. Finally, she reports on public resources for supporting ASL literacy and the implications of her findings regarding the benefits of early ASL literacy programming for Deaf children and their families. |
| Authors: | Kristin Snoddon |
| Resource Type: | eBook. |
| Subjects: | Children of deaf parents--Language, Deaf children--Language, Sign language acquisition, American Sign Language, Special education--Parent participation, Early childhood special education |
| Categories: | LANGUAGE ARTS & DISCIPLINES / General, EDUCATION / Special Education / Communicative Disorders, LANGUAGE ARTS & DISCIPLINES / Literacy, SOCIAL SCIENCE / Disability |
| Database: | eBook Collection (EBSCOhost) |
| FullText | Links: – Type: ebook-pdf – Type: ebook-epub Text: Availability: 0 |
|---|---|
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| Items | – Name: Title Label: Title Group: Ti Data: American Sign Language and Early Literacy : A Model Parent-Child Program – Name: Abstract Label: Description Group: Ab Data: The usual definition of the term “literacy” generally corresponds with mastering the reading and writing of a spoken language. This narrow scope often engenders unsubstantiated claims that print literacy alone leads to, among other so-called higher-order thinking skills, logical and rational thinking and the abstract use of language. Thus, the importance of literacy for deaf children in American Sign Language (ASL) is marginalized, asserts author Kristin Snoddon in her new book American Sign Language and Early Literacy: A Model Parent-Child Program. As a contrast, Snoddon describes conducting an ethnographic, action study of the ASL Parent-Child Mother Goose program, provided by a Deaf service agency in Ontario, Canada to teach ASL literacy to deaf children. According to current scholarship, literacy is achieved through primary discourse shared with parents and other intimates, which establishes a child's initial sense of identity, culture, and vernacular language. Secondary discourse derives from outside agents and interaction, such as expanding an individual's literacy to other languages. Snoddon writes that the focus of the ASL Parent-Child Mother Goose program is on teaching ASL through rhymes and stories and some facets of the culture of Deaf ASL users. This focus enabled hearing parents to impart first-language acquisition and socialization to their deaf children in a more natural primary discourse as if the parents were Deaf themselves. At the same time, hearing parents experience secondary discourses through their exposure to ASL and Deaf culture. Snoddon also comments on current infant hearing screening and early intervention and the gaps in these services. She discusses gatekeeper individuals and institutions that restrict access to ASL for young Deaf children and their families. Finally, she reports on public resources for supporting ASL literacy and the implications of her findings regarding the benefits of early ASL literacy programming for Deaf children and their families. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kristin+Snoddon%22">Kristin Snoddon</searchLink> – Name: TypePub Label: Resource Type Group: TypPub Data: eBook. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Children+of+deaf+parents--Language%22">Children of deaf parents--Language</searchLink><br /><searchLink fieldCode="DE" term="%22Deaf+children--Language%22">Deaf children--Language</searchLink><br /><searchLink fieldCode="DE" term="%22Sign+language+acquisition%22">Sign language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22American+Sign+Language%22">American Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education--Parent+participation%22">Special education--Parent participation</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+special+education%22">Early childhood special education</searchLink> – Name: SubjectBISAC Label: Categories Group: Su Data: <searchLink fieldCode="ZK" term="%22LANGUAGE+ARTS+%26+DISCIPLINES+%2F+General%22">LANGUAGE ARTS & DISCIPLINES / General</searchLink><br /><searchLink fieldCode="ZK" term="%22EDUCATION+%2F+Special+Education+%2F+Communicative+Disorders%22">EDUCATION / Special Education / Communicative Disorders</searchLink><br /><searchLink fieldCode="ZK" term="%22LANGUAGE+ARTS+%26+DISCIPLINES+%2F+Literacy%22">LANGUAGE ARTS & DISCIPLINES / Literacy</searchLink><br /><searchLink fieldCode="ZK" term="%22SOCIAL+SCIENCE+%2F+Disability%22">SOCIAL SCIENCE / Disability</searchLink> |
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| RecordInfo | BibRecord: BibEntity: Classifications: – Code: 371.91246 Scheme: ddc Type: prePub Languages: – Code: eng Text: English Subjects: – SubjectFull: Children of deaf parents--Language Type: general – SubjectFull: Deaf children--Language Type: general – SubjectFull: Sign language acquisition Type: general – SubjectFull: American Sign Language Type: general – SubjectFull: Special education--Parent participation Type: general – SubjectFull: Early childhood special education Type: general Titles: – TitleFull: American Sign Language and Early Literacy : A Model Parent-Child Program Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kristin Snoddon – PersonEntity: Name: NameFull: Kristin Snoddon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2012 – D: 02 M: 04 Type: profile Y: 2016 Identifiers: – Type: isbn-print Value: 9781563685279 – Type: isbn-electronic Value: 9781563685286 Titles: – TitleFull: American Sign Language and Early Literacy : A Model Parent-Child Program Type: main |
| ResultId | 1 |
