Seven principles stand out. One principle dictates that D/hh [Deaf and hard of hearing] readers need a motivational disposition toward reading that results in wide and extensive reading. Secondly, they must be immersed in a print-rich environment with access to a wide variety of text in terms of genres, levels, and structures. A third principle deems that the environment also needs to be language-rich - there is no specific requirement other than the language being accessible and that it includes the language in which the child will learn to read. It is vital that D/hh [Deaf and hard of hearing] learners internalize the high level of expectation - a fourth principle - that others envisage for them and that key stakeholders allow high expectations to influence all that they do in supporting the D/hh [Deaf and hard of hearing]. Literacy models are another critical element of the framework - the fifth principle - where avid readers surround D/hh [Deaf and hard of hearing], individuals read to them aloud, making connections between the language used to communicate and the language of print. The sixth principle directs our attention to the need to make every effort to provide comics and graphic novels across grade levels. Principle number seven opens up the possibility that for D/hh [Deaf and hard of hearing] readers, phonics instruction and phonemic awareness may be a closed door to the pathway to becoming a successful reader (SKERRIT, 2014).
Português:
http://translate.google.com.br/translate?hl=pt-BR&sl=en&tl=pt&u=http%3A%2F%2Fwww.ilanet.com.br%2Fcgi-local%2Fportal%2Fbin%2Fview%2FPersona%2FPhonologicalAwareness
Keywords: phonological overlaps in language decision tasks, changed perceptions over time, language bioprogram theory, proficiency in reading, belief system, sublexical organization,
phonological awareness, phonological iconicity, language attitudes, language status, subconscious level,
language development, faulty memory, current conditions, misplaced loyalties,
reading proficiency,
exposure effects, innate grammar, phonemic awareness,
indexical associations,
code-switching, comprehension, misinformation, associations, assessment,
exposure, vocabulary,
priming, phonics,
fluency,
oracy
Outcomes:
language in thought and action
BICKERTON, Derek. Words Cannot Express. (Guy Deutscher’s new book Through the Language Glass), September 3, 2010. Available from <
http://www.nytimes.com/2010/09/05/books/review/Bickerton-t.html?pagewanted=all&_r=0 >. access on 14 July 2014.
Derek Bickerton. Available from <
http://en.wikipedia.org/wiki/Derek_Bickerton >. access on 14 July 2014.
Guy Deutscher. Available from <
http://en.wikipedia.org/wiki/Guy_Deutscher_%28linguist%29 >. access on 14 July 2014.
Language bioprogram theory. Available from <
http://en.wikipedia.org/wiki/Language_bioprogram_theory >. access on 14 July 2014.
LAVAUR, Jean-Marc; APARICIO, Xavier; VANDEBERG, Lisa; DIJKSTRA, Ton. Visual word recognition by trilinguals: Effects of orthographical, phonological and semantic overlaps in language decision tasks. International Journal of Psychology, ResearchGate, 01/2008; 43(3-4):439. Available from <
https://www.researchgate.net/publication/262101947_Visual_word_recognition_by_trilinguals_Effects_of_orthographical_phonological_and_semantic_overlaps_in_language_decision_tasks >. access on 10 May 2014.
Pidgin. Available from <
http://en.wikipedia.org/wiki/Pidgin >. access on 14 July 2014.
SKERRIT, Paulson A. Pathways for Successful Deaf Readers - Insider Perspectives. Available from <
https://secure.literacyresearchassociation.org/papers/lra201312475347.docx >. access on 14 July 2014.
ZYGOURIS-COE, Vicky. Phonemic Awareness. Florida Literacy and Reading Excellence (FLaRE) Center, University of Central Florida, College of Education Available from <
https://education.ucf.edu/mirc/Research/Phonemic%20Awareness.pdf >. access on 14 July 2014.
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GregorioIvanoff - 17 Dec 2020
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