Visual Teaching Strategies for Students Who are Deaf or Hard of Hearing

Luckner, John L.; Bowen, Sandra K.; Carter, Kathy

doi:10.1177/004005990103300306

Cited by 28 publications

(27 citation statements)

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“…This is particularly important for deaf readers, who due to their poor schemata may encounter difficulties with vocabulary, syntax or structure of the text and therefore find difficult to understand the concepts and their connections in a reading text. Furthermore, concept maps can activate deaf readers' interest for the text and encourage them to make predictions about the upcoming text (Luckner et al 2001;Schirmer 2000;Stewart and Kluwin 2001). Finally, learning to study with concept maps may also have long term effects on students' reading comprehension abilities (Chmielewski and Dansereau 1998) helping students develop metacognitive awareness of text structure and in this way enable them to extract the central ideas and their relationships (Nesbit and Adesope 2006).…”

Section: Concept Mapsmentioning

confidence: 99%

“…Each concept map provides a visual representation of the story structure of the narrative text, that is, information about the characters, the setting, the events and the resolution of the story. The development and integration of concept maps in the software can help learners enrich their background knowledge (Luckner et al 2001;Schirmer 2000; Stewart and Kluwin , identify the important information in the text and the way that is organized, aid story summarizing or retelling (Castillo et al 2008;Chang et al 2002;Chmielewski and Dansereau 1998). d) By pressing the Greek question mark button, a new window appears that includes the multiple-choice comprehension questions.…”

Section: The Presentation Of Visual Resources Based On Multimedia Leamentioning

confidence: 99%

“…There is a strong argument in favour of visual resources and visual language input in the education of the deaf, given the important role of visual communication for deaf children (Berent et al 2008;Easterbrooks and Baker 2002;Luckner et al 2001). However, although the role of visual communication can be promising, Marschark (2005) points out that there is a need to pay attention to the way visual resources are presented so that deaf students do not divide their attention between these visual sources, but rather deal with them effectively in order to enhance their learning.…”

mentioning

confidence: 99%

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The design of a software to enhance the reading comprehension skills of deaf students: An integration of multiple theoretical perspectives

Nikolaraizi

Vekiri

2011

Educ Inf Technol

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In this paper we discuss the role of visual resources, namely Greek Sign Language videos, concept maps and pictures, and their allocation in a multimedia educational software designed to enhance reading comprehension in deaf children. First, we summarize research findings from three bodies of literature that informed the design of the software: reading comprehension and deaf children, the role of visual displays in reading comprehension and multimedia learning theories. In the following part, we describe the software "See and See" and explain how relevant theory and research regarding visual displays and multimedia learning has been applied to its design. Finally, we present a pilot evaluation of "See and See" regarding the students' interaction with the software and its role in reading comprehension.

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Section: Concept Mapsmentioning

confidence: 99%

Section: The Presentation Of Visual Resources Based On Multimedia Leamentioning

confidence: 99%

mentioning

confidence: 99%

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The design of a software to enhance the reading comprehension skills of deaf students: An integration of multiple theoretical perspectives

Nikolaraizi

Vekiri

2011

Educ Inf Technol

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“…Most deaf students are primarily visual leaners (Luckner, Bowen, & Carter, 2001;Nover & Andrews, 1998), which may underpin their successful performance on the nonverbal sequence understanding tasks used in the current studies. Because deaf participants in both studies outperformed their hearing counterparts (although not significantly so) on these tasks, future research should explore how this apparent strength in deaf readers profiles could be used for future text intervention strategies.…”

Section: Discussionmentioning

confidence: 95%

Temporal and Causal Reasoning in Deaf and Hearing Novice Readers

Sullivan

Oakhill

Arfé

et al. 2014

Discourse Processes

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akes every effort t o ensure t he accuracy of all t he inform at ion ( t he " Cont ent " ) cont ained in t he publicat ions on our plat form . However, Taylor & Francis, our agent s, and our licensors m ake no represent at ions or warrant ies what soever as t o t he accuracy, com plet eness, or suit abilit y for any purpose of t he Cont ent . Any opinions and views expressed in t his publicat ion are t he opinions and views of t he aut hors, and are not t he views of or endorsed by Taylor & Francis. The accuracy of t he Cont ent should not be relied upon and should be independent ly verified wit h prim ary sources of inform at ion. Taylor and Francis shall not be liable for any losses, act ions, claim s, proceedings, dem ands, cost s, expenses, dam ages, and ot her liabilit ies what soever or howsoever caused arising direct ly or indirect ly in connect ion wit h, in relat ion t o or arising out of t he use of t he Cont ent . This art icle m ay be used for research, t eaching, and privat e st udy purposes. Any subst ant ial or syst em at ic reproduct ion, redist ribut ion, reselling, loan, sub-licensing, syst em at ic supply, or dist ribut ion in any form t o anyone is expressly forbidden. Magali Boureux Department of Philosophy, Pedagogy and Psychology University of Verona, Verona, ItalyTemporal and causal information in text are crucial in helping the reader form a coherent representation of a narrative. Deaf novice readers are generally poor at processing linguistic markers of causal/temporal information (i.e., connectives), but what is unclear is whether this is indicative of a more general deficit in reasoning about temporal/causal information. In Study 1, 10 deaf and 63 hearing children, matched for comprehension ability and age, were compared on a range of tasks tapping temporal/causal reasoning skills. In Study 2, 20 deaf and 32 hearing children, matched for age but not reading comprehension ability, were compared on revised versions of the tasks. The pattern of performance of the deaf was different from that of the hearing; they had difficulties when temporal and causal reasoning was text-based, but not when it was nonverbal, indicating that their global temporal/ causal reasoning skills are comparable with those of their hearing counterparts.

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“…Using graphic organizers enables students' participation in the processes of listening, speaking, marking, reading, writing, and thinking in an active way (Luckner et al 2001). They are shown to be useful in many content areas and at different ages (Dye 2000).…”

Section: Summarizing Strategymentioning

confidence: 99%

The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

2009

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This article reports on the influence of learning strategy instruction on student teachers' physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers (n=75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning, summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning. Data were collected via the pre-and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group students were observed to have a tendency of more positive attitude and motivation than the control group students. Results also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics achievement of the participating students. The implications of these results for physics education are discussed.

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Visual Teaching Strategies for Students Who are Deaf or Hard of Hearing

Cited by 28 publications

References 1 publication

The design of a software to enhance the reading comprehension skills of deaf students: An integration of multiple theoretical perspectives

The design of a software to enhance the reading comprehension skills of deaf students: An integration of multiple theoretical perspectives

Temporal and Causal Reasoning in Deaf and Hearing Novice Readers

The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

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