Much of the reading students do is supported by memory and illustrations, not decoding. Therefore, students with dyslexia can be concealed by repetitive readings and predictable text (Gary E. S, 2008). Even though it is difficult it is not impossible. In order to provide students with early interventions the best indicator to assess students during the early stage would be spelling. Spelling requires students to decode, blend, and segment the words, and generate specific letter representation of the phonemes.
The impact of cognitive strategy instruction on deaf learners: An international comparative study. American Annals of the Deaf, 146(4), 366. Retrieved from http://search.proquest.com/docview/214468209?accountid=14800 Scheetz, N,. (2004). Psychosocial aspects of deafness.
The early child educators who have used signs to teach children have received greater responses from the children. When the children signed the teachers were capable of cr... ... middle of paper ... ... Bloomsbury Publishing, 2006. Print. Francis, Valerie and Christopher Williams. “The Effects of Teaching British Sign Language to Mentally Handicapped, Non-Communicating Children.” Journal of Educational Psychology (2009): 18-28.
Because of the focus on speech and spoken language many other aspects of education are overlooked and not understood by a deaf student. So now we have an educational system that forces deaf students to try to learn using a language th... ... middle of paper ... ...al of Bilingual Education and Bilingualism 13.2 (2010): 133-45. Web. Knooks, Henry. "Measuring the Quality of Education: the Involvement of Bilingually Educated Deaf Children."
The Educational Environment. Orientation to Deafness (Second Edition). Boston: Allyn and Bacon
(2013). Identification of specific language impairment in bilingual children: I. assessment in english. Journal of Speech, Language, and Hearing Research, 56, 1813-1823. Caesar, L. G., Kohler, P. D. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines.
First, teachers are rarely prepared to handle the challenges of assessing students who have a learning disability coupled with limited English proficiency (Haung, Milczarski, Raby, 2011). Teachers usually have trouble distinguishing between a learning disorders and acquiring a second language. Eve... ... middle of paper ... ..., K., Milczarski, E., & Raby, C. (2011). The Assessment of English Language Learners with Learning Disabilities: Issues, Concerns, and Implications. Education, 131(4), 732-739.
He proposes a new model, which encourages the early use of American Sign Language (ASL). Johnson, and other researchers at the Gallaudet Research Institute, insist that ASL will encourage both the ability to develop cognitive skills and improve the child’s chances to learn English (Johnson 45-7). The proposal includes teaching sign language as the child’s first language and encou... ... middle of paper ... ... Markova, Dawna, PhD. How Your Child is Smart. Berkley: Conari Press, 1992.
... ... middle of paper ... ... children with cochlear implants: Achievement in an intensive auditory-oral educational setting. Ear and Hearing, 30(1), 128-135. doi: 10.1097/AUD.0b013e3181926524 Lachs, L., Pisoni, D., & Kirk, K. (2001). Use of audiovisual information in speech perception by prelingually deaf children with cochlear implants: A first report. Ear and hearing, 22(3), 236- 251. doi: 10.1097/00003446-200106000-00007 Tobey, E., Rekart, D., Buckley, K., & Geers, A. (2004).
Sight word acquisition is important when learning to read. There are many words that cannot be learned through phonics instruction because they simply cannot be decoded like the word “could”. Students with disabilities have difficulty acquiring new skills across all domains. Attaining and maintaining new sight words can be difficult for students with disabilities because of the way it is taught. Direct instruction is a best practice used to teach new skills, but it is done in a systematic, rote way that involves extensive repetition.