Assessment and Instruction of Self-Recognition

Bruce, Susan; Parnell, E.; Zayyad, Muhammad

doi:10.1177/004005990804100104

Cited by 3 publications

(4 citation statements)

References 18 publications

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“…In this investigation, most learners were reported to be engaged in shared reading at least twice per week (54%). Bruce and colleagues (2008) confirm that these repetitions of text experiences create opportunities for the child to anticipate, which will increase opportunities for expressive communication. Learners with deafblindness who frequently engage in shared reading may experience gains in communication as well as literacy, such as improvements in expressive communication and literacy skills.…”

Section: Discussionmentioning

confidence: 96%

“…Bruce and Conlon (2005) described how an interactive journal, another type of personalized shared reading text, was created by using multiple representations to encourage the learner to use all of his senses and to support associations between concrete representations and symbols. Even when symbols are understood, objects that are associated with a personal experience have been integrated into personalized literacy materials to add interest or support engagement in the literacy event (Bruce et al, 2008). When selecting or creating materials for shared reading, it is important to consider integrating multiple tangible representations, including objects, that encourage the use of multiple sensory channels for communication and meaning-making for learners who are deafblind.…”

Section: Discussionmentioning

confidence: 99%

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Shared Reading With Learners Who Are Deafblind: Instructional Materials and Learning Environments

Brum

Bruce

2023

Journal of Visual Impairment & Blindness

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Introduction: Shared reading has shown the ability to enrich language development in children (Dowdall et al., 2020) and academic skills into adulthood (Mol & Bus, 2011). However, due to the complexities of deafblindness and its effect on communication, some individuals may not be able to participate in traditional shared reading. Although there is very limited research on literacy for learners who are deafblind (Bruce et al., 2016), with appropriate materials and supports within the immediate environment, shared reading has the potential to be a vehicle to support literacy and communication development for learners who are deafblind. Methods: A mixed methods online survey ( n = 60) and follow-up interviews ( n = 10) helped to explore how parents, teachers, and interveners curated materials and structured the learning environment for shared reading. Descriptive statistics and inductive analysis were applied to analyze quantitative and qualitative information. Results: Information on how materials (e.g., type, selection, and adaptations) and the learning environment (e.g., location of the activity, learner positioning, and instructional supports) were utilized to support learners who are deafblind during shared reading is presented. Considerations for materials selection and development included access needs (vision, hearing, tactile), communication abilities, interests, and previous experiences. The learning environment was often intentionally selected or designed with considerations for lighting, noise, and distractions. Discussion: Materials were individualized and personalized, with supplementary items added to support communication and comprehension of the text. Learning environments were literacy-rich and accessible to the learner. Future intervention research is needed on shared reading for learners who are deafblind. Conclusion: Because of the nature of deafblindness, careful planning and implementation are needed when designing materials and learning environments for engaging learners in literacy. Future intervention research is needed to demonstrate the effective implementation of individualized and personalized literacy materials and identify environmental considerations for learners who are deafblind.

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Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Shared Reading With Learners Who Are Deafblind: Instructional Materials and Learning Environments

Brum

Bruce

2023

Journal of Visual Impairment & Blindness

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“…The creation of experience books requires input from family members about shared experiences in the home and community. Ideally, the learner shares an experience with someone who can support the co-construction of a book about that experience (Bruce et al, 2008). The learner and family member or other individual gather materials to include in the book and then co-construct the pages, which may include photos, drawings, print and/or braille labeling, and objects representing the shared experience.…”

Section: Culturally Sustaining Pedagogy: Theory To Practicementioning

confidence: 99%

“…The pairing of object handling with naming of the objects supports English learners to master new vocabulary (Collins, 2009). Story boxes can also be used to enhance storytelling or oral retelling of a book, with the child using the objects to reenact a shared experience or events in a book (Bruce et al, 2008).…”

Section: Culturally Sustaining Pedagogy: Theory To Practicementioning

confidence: 99%