Addressing the big picture: Deaf children and reading assessments

Greene-Woods, Ashley; Delgado, Natalie

doi:10.1002/pits.22285

Cited by 4 publications

(3 citation statements)

References 27 publications

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“…In line with previous research, analysis of narrative reports shows a variety of challenging situations faced by teachers who would need and require the development of writing assessments in language to maintain personal well-being (Arnold & Reed, 2016;Habibi, 2016;Hung & Chan, 2020;Jiménez et al, 2014;Priyatni & Martutik, 2020;Reed et al, 2020;Wu et al, 2014). However, while previous research has focused primarily on how foreign and intrinsic factors can contribute to the development of writing assessments in the field of Indonesian language and literature, this study extends previous knowledge by examine the possible relationship between faith and personal identity in writing assessments (Damaianti et al, 2020;Greene-Woods & Delgado, 2020;Lee et al, 2020;Yusof & Mohamad, 2020). In particular, the results suggest that faith and religiosity can respond to the underlying constituents of identity construction and self-development for assessment of writing in learning.…”

Section: Discussionmentioning

confidence: 66%

Writing Assessment Construction for Madrasah Teacher: Engaging Teacher Faith and Identity Processes

Sukenti

Ramadhan

Mukhaiyar

et al. 2022

j. pendidik. indonesia.

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The development of students' academic achievement in the field of Indonesian language is very urgent and for that a writing assessment is needed. The aims of this study is to analyses the involvement of faith and the identity attribution of Indonesian language teachers in developing writing assessments in madrasah. This study uses a phenomenological approach. This study are involving twenty Indonesian teachers in madrasah and conducting in-depth interviews to reveal the narrative of teachers' practices in developing writing assessments. The collected data using first experiences with informants and their reactions to those experiences, a semi-structured interview schedule was used. This study uses thematic analysis to examine the holistic meaning of phenomena through the description of subjective perceptions. The result of study shows involvement of personal morality and religiosity, attribution of identity when assessing, plays a role in the development of writing assessments in Indonesian language and literature in madrasah. The application of faith principles is the main link in the development of writing assessments, in addition to attribution of the identity of God-given personality to the assessment of writing Indonesian language and literature. The identity and writing assessment abilities of Indonesian language teachers develop with various variants, and students' skills and mastery of material also develop in improving literacy, as well as their academic achievements. In conclusion, the results of this exploratory study show that faith and personal identity attribution can develop writing assessments in the Indonesian language field.

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Section: Discussionmentioning

confidence: 66%

Writing Assessment Construction for Madrasah Teacher: Engaging Teacher Faith and Identity Processes

Sukenti

Ramadhan

Mukhaiyar

et al. 2022

j. pendidik. indonesia.

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“…The other challenges in teaching English for deaf students were also revealed by other researchers that understanding words from students' lip movements, getting students' attention, differentiating similar words in different contexts, providing definitions and examples, and delivering materials related the prior knowledge of the students were still major concerns in the teaching process (Adi et al, 2017;Khasawneh, 2021;Rahmatunnisa et al, 2019;Ristiani, 2018). It was vital that instructors keep aware of Deaf children's different requirements, including their varying language choices, modalities, and strengths and limitations (Greene-Woods & Delgado, 2020).…”

Section: Extractmentioning

confidence: 99%

Teacher’s Strategies in Teaching English to Deaf Students in a Special School Sorong

Heriyanti,

Jeane Susan Tapada,

Kris Uluelang

et al. 2023

JLe

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The researcher investigated the teacher's strategies for teaching English at SMPLB Kota Sorong. This research aimed to discover teaching strategies English teachers apply in teaching English to deaf students. The researcher used descriptive qualitative research. The subject of this research was an English teacher teaching English to 8 deaf students. A total sampling was used to select the participants by conducting observation and interviews to gather data. Data analysis techniques were data reduction, data analysis, and conclusion. The researcher discovered two main strategies as the teaching strategies used in teaching English to deaf students, repetition, and visualization strategy. They were acquired to optimize the learning process in the deaf students’ classroom. In addition, if the deaf students were not yet capable of learning independently, the teacher would tolerate their conditions and abilities. This strategy benefited the teacher in guiding and controlling the material learned to improve the students' understanding. Because deaf students learn through their eyes first, using visual media or natural objects can assist them in learning English effectively.

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“…Asimismo, se debe garantizar la comunicación mediante el uso de lengua de señas, gestos corporales, expresiones faciales y la lectura labiofacial (Al-Ibrahim, 2019). Para lograr que los estudiantes sordos progresen académicamente, deben seleccionarse las estrategias educativas adecuadas y los enfoques deben cambiar para adaptarse a las diversas necesidades de los estudiantes (Greene-Woods & Delgado, 2020).…”

Section: Escuela De Postgrados Fuerza Aérea Colombianaunclassified

El blog como un recurso educativo para el fortalecimiento del proceso lector en estudiantes sordos

Nieves

Gamero

Payán

et al. 2021

Ciencia y Poder Aéreo

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El proceso lector, entendido como el desarrollo de todas aquellas actividades básicas y fundamentales para poder decodificar, inferir, interpretar y valorar los mensajes escritos, es fundamental para la comunicación. Para los estudiantes sordos se constituye en una habilidad muy importante que les permite comunicarse con sus pares oyentes y acceder al conocimiento. En el estudio se analizó el blog como recurso formativo que apoya el proceso de comprensión lectora en estudiantes sordos de grado noveno de una institución educativa distrital de Barranquilla. En el marco de un enfoque cualitativo de corte histórico hermenéutico, se contó con la participación de estudiantes sordos y docentes para realizar un diagnóstico. Los resultados demuestran las dificultades de los estudiantes sordos en cuanto a la comprensión lectora y la importancia del uso de recursos mediados por tecnologías y multimedia en la motivación y aprendizaje de la lectura. A partir de este diagnóstico se elaboró una propuesta tecnopedagógica consolidada en un blog, el cual fue valorado por jueces expertos y mediante una prueba piloto, lo que propició una versión 2.0. Se sugiere su implementación y estudios futuros.

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Addressing the big picture: Deaf children and reading assessments

Cited by 4 publications

References 27 publications

Writing Assessment Construction for Madrasah Teacher: Engaging Teacher Faith and Identity Processes

Writing Assessment Construction for Madrasah Teacher: Engaging Teacher Faith and Identity Processes

Teacher’s Strategies in Teaching English to Deaf Students in a Special School Sorong

El blog como un recurso educativo para el fortalecimiento del proceso lector en estudiantes sordos

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