Using Research to Improve Literacy Practice and Practice to Improve Literacy Research

Schirmer, Barbara R.

doi:10.1093/deafed/6.2.83

Cited by 9 publications

(7 citation statements)

References 13 publications

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“…Reading and writing are two important occasions for linguistic progress if we design these activities in a complete way, offering the possibility to experience the function of grammar within different discourse structures, and not as an isolated and abstract property of verbal language (Arfé, 2006). Schirmer (2001) encouraged a reciprocal contribution of research and practice in the field of literacy studies.…”

Section: Discussionmentioning

confidence: 99%

“…Over the past two decades, researchers have repeatedly lamented the persistence of deaf students' difficulties with written language (Albertini, 2000;Mayer, 1999;Schirmer, 2001;Singleton, Morgan, DiGello, Wiles & Rivers, 2004). These seem to be impermeable to the great improvements resulting from educational intervention, speech therapy and prosthetic techniques.…”

Section: Introductionmentioning

confidence: 99%

“…These seem to be impermeable to the great improvements resulting from educational intervention, speech therapy and prosthetic techniques. The reasons for this impasse have been investigated in various ways, to which the study of text production is central (Antia, Reed & Kreimeyer, 2005;Arfé & Boscolo, 2006;Fabbretti, Volterra & Pontecorvo, 1998;Marschark, Mouradian & Halas, 1994;Mayer & Akamatsu, 1999;Musselman & Szanto, 1998;Schirmer, 2001;Singleton et al, 2004;Spencer, Barker & Tomblin, 2003;Wilbur, 2000;Yoshinaga-Itano & Downey, 1996).…”

Section: Introductionmentioning

confidence: 99%

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Deaf and hearing students' referential strategies in writing: What referential cohesion tells us about deaf students' literacy development

Arfé

Perondi

2008

First Language

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The ability to organize the referential content of narrative has usually been investigated as a mark of the development of discourse skills. In this study, the pragmatic use of pronominal and nominal forms of reference in written stories was considered instead as a mark of literacy development in deaf and hearing students. Participants in the study were 17 deaf high-school students, 17 school-age matched hearing controls, and 16 hearing second-graders (novice writers) who were asked to write a picture-story, Frog, Where are you?, for a hearing reader who was unacquainted with it. Results revealed that deaf students appear to use the same variety of referential devices as hearing students when writing and, in most cases, these devices are used appropriately. However, the referential strategies of the deaf students were more nominal and less anaphoric than those of their hearing peers. It is concluded that the referential strategies of deaf writers are only superficially similar to those of hearing novice writers, suggesting that deaf students' referential strategies in writing are not merely the product of a delay in development of discourse skills.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Deaf and hearing students' referential strategies in writing: What referential cohesion tells us about deaf students' literacy development

Arfé

Perondi

2008

First Language

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“…In addition to an expanded research focus on gauging the implementation of effective practices, it appears to be even more critical that special methods for improving the regularity and fidelity with which effective practices are used be investigated. Because of the extensive and substantial consequences associated with the existing gap between research and practice, the topic has received a great deal of attention in recent special education scholarship (e.g., Carnine, 1997;Espin & Deno, 2000;Schirmer, 2001). The literature suggests two primary issues at the heart of the research-to-practice gap.…”

Section: Implications and Recommendationsmentioning

confidence: 99%

What Is Special About Special Education?

2003

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In this topical issue of The Journal of Special Education, leading scholars in special education reviewed the literature and investigated whether special education is, indeed, special by examining to what degree (a) effective techniques have been developed for students with disabilities, (b) these effective techniques are applied and implemented with fidelity, and (c) utilization of these techniques is unique to special education. In this article, the authors analyze findings from this special issue regarding what is special—effective, implemented, and unique—about special education. The authors found that effective, empirically supported practices have been developed for students with disabilities, that these techniques are used predominantly in special education, and that these effective practices are not implemented regularly or with fidelity. Recommendations to enhance the implementation of effective, research-based practices are offered.

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“…Traditional reading instruction in the education of children who are DHH has focused on the development of language and vocabulary (Spencer, Tomblin, & Gantz, 1997) rather than on instruction of the alphabetic principle because of the children's lack of spoken word knowledge (Schirmer, 2001). For example, in a 1997 survey, more than 70% of teachers who work with children who are DHH stated that they used special basal readers and language experience approaches to teach reading (LaSasso & Mobely, 1997).…”

Section: Introductionmentioning

confidence: 99%

Contemporary Reflections on Speech-Based Language Learning

Gustafson¹

2009

TVR

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Value Added: The Volta Review MonographsOver its 110-year history, The Volta Review has served as a primary source for the latest in cutting-edge research, professional commentary, and reviews of materials and technology that explore a listening and spoken language outcome for individuals with hearing loss. Keeping its readership informed is an important goal of The Volta Review and we continue to improve on that mission.In addition to the regular serial issues, The Volta Review is best known for its outstanding monographs focused on important or emerging issues in the area of listening and spoken language development of individuals who are deaf and hard of hearing. Monograph issues provide in-depth information that often cannot be obtained from any other single source. Each monograph is highly regarded and used as a springboard for further research and the development of guidelines and policies for listening and spoken language intervention. Past topics have included early hearing detection and intervention, mechanisms of aminoglycoside otoxicity and strategies for prevention, children with hearing loss and special needs, assessment of hearing in infants and toddlers, speech and language benefits of cochlear implantation, classroom acoustics, and language, speech, and socio-emotional development of children who are deaf or hard of hearing.In keeping with the cutting-edge nature of previous The Volta Review monographs, the next monograph edition will focus on the important issue of professional development in the field of listening and spoken language. Edited by Drs. Todd Houston and Christina Perigoe, this monograph will highlight models of professional preparation and development that have emerged in both pre-service and in-service training of listening and spoken language professionals who work with young children who are deaf or hard of hearing. The rapidly expanding AG Bell Academy for Listening and Spoken Language Specialist certifications -LSLS Cert. AVEd and LSLS Cert. AVThighlights the urgency of what is quickly becoming a "Crisis of Capacity" between the number of children seeking a listening and spoken language outcome and the number of qualified professionals to support them. This "must read" monograph will serve as an important guidepost for training the next generation of service providers. Look for it in June 2010.In addition, The Volta Review is pleased to announce that online archives of the journal are now available. Visit www.agbell.org/TheVoltaReview to view past archives up to 2006. Earlier issues will be posted as available.This issue contains some important research concerning speech, spoken language, and literacy skill development; decision-making tools for parents considering a second cochlear implant for their children; and commentary on speech-based language acquisition. We hope you enjoy this issue, and please don't hesitate to contribute to The Volta Review . Sincerely,This study examined the speech perception, speech, and language developmental progress of 25 children with hearing lo...

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Using Research to Improve Literacy Practice and Practice to Improve Literacy Research

Cited by 9 publications

References 13 publications

Deaf and hearing students' referential strategies in writing: What referential cohesion tells us about deaf students' literacy development

Deaf and hearing students' referential strategies in writing: What referential cohesion tells us about deaf students' literacy development

What Is Special About Special Education?

Contemporary Reflections on Speech-Based Language Learning

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