Csd 269 Study Guide Week 6
Study Guides for Deaf People and Journey Text Readings Week 6
People
Chapter 5 1. What kinds of parent-child interactions lead to language learning in babies? pointing, eye gazing, smiles, vocalizations, and engagement in games, nursery rhymes, and songs, family stories, and picture books 2. What categories do children’s first words usually fall into? names of animals, foods, toys, actions adjectives and social words (please, thank you, no, yes) 3. How does a sight-word reading vocabulary normally develop? when children see the words on paper, they associate the graphemes with a mental representation such as a picture, an experience, a sign or a spoken word 4. How do deaf readers store “reading by eye” words in their brains? the reader identifies letters by visual analysis and assigns the letters to a graphic code, the semantic code is stored in the brain 5. How does the “reading by ear” process differ from the “reading by eye” process? reading by ear also begins with a visual analysis process, letters are identified and assigned graphic code or set of graphemes. graphemes are then translated to acoustic code, letters are linked to sounds and words then semantically interpreted 6. How do deaf readers use “reading by ear” and “reading by eye” models? reading by eye plays a major role in learning how to read and managing texts, reading by the ear is useful for analyzing words and breaking down the unit words into smaller parts 7. Do deaf children perceive fingerspelling as individual letters or as complete units? Explain. finger spelling is like using signs, they represent whole meanings
Ex: sign B on check=friend BOB sign BOB as whole sign 8. What has research shown about the effectiveness of Manually Coded English (MCE) systems for literacy in deaf children? even though some deaf children benefit from learning to read and write using MCE, many deaf children still do not achieve
People
Chapter 5 1. What kinds of parent-child interactions lead to language learning in babies? pointing, eye gazing, smiles, vocalizations, and engagement in games, nursery rhymes, and songs, family stories, and picture books 2. What categories do children’s first words usually fall into? names of animals, foods, toys, actions adjectives and social words (please, thank you, no, yes) 3. How does a sight-word reading vocabulary normally develop? when children see the words on paper, they associate the graphemes with a mental representation such as a picture, an experience, a sign or a spoken word 4. How do deaf readers store “reading by eye” words in their brains? the reader identifies letters by visual analysis and assigns the letters to a graphic code, the semantic code is stored in the brain 5. How does the “reading by ear” process differ from the “reading by eye” process? reading by ear also begins with a visual analysis process, letters are identified and assigned graphic code or set of graphemes. graphemes are then translated to acoustic code, letters are linked to sounds and words then semantically interpreted 6. How do deaf readers use “reading by ear” and “reading by eye” models? reading by eye plays a major role in learning how to read and managing texts, reading by the ear is useful for analyzing words and breaking down the unit words into smaller parts 7. Do deaf children perceive fingerspelling as individual letters or as complete units? Explain. finger spelling is like using signs, they represent whole meanings
Ex: sign B on check=friend BOB sign BOB as whole sign 8. What has research shown about the effectiveness of Manually Coded English (MCE) systems for literacy in deaf children? even though some deaf children benefit from learning to read and write using MCE, many deaf children still do not achieve