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Teaching Reading and Writing
9 posts / 0 new
Teaching Reading and Writing | ||||
| 9/13/12 @ 01:10 PM
Hello Everyone! I'm Sue Livingston at LaGuardia Community College (Queens, NY) where I teach reading and writing courses to Deaf students who must pass basic skills requirements before entering mainstream content courses. I was hoping to hear from teachers who do what I do or from high school teachers of reading/writing to Deaf students to chat about issues, strategies and the like. We could begin by talking about books that work . . . or ways of teaching writing. I'm sure it will be fun and informative. Looking forward, Sue | ||||
Reply to sueliving
I am currently involved in assisting two deaf students who have finished high school but due to their reading and writing level being at 4th grade level, they are unable to secure college or university admission. Please, is there an online software program that can help these smart and highly motivated youth to improve on their skill? Such an online program should focus on reading adn writing field with an inbuilt evaluation tool to monitor their student's progress.
Reply to mcpascaln
Improving skills in reading and writing requires time on task. I don't know of any computer programs that would give students the quantity and quality of practice they deserve. I think the best way is to increase the amount of reading and writing that they do and require them to incorporate what they read about in their writing. Respond to this writing thoughtfully and require that they re-write. You might want to take a look at the following source: http://gupress.gallaudet.edu/bookpage/wttgbookpage.html Let me know if this is helpful.
Reply to sueliving
Greetings,
I am not an educator so I can not even begin to address the complexities of your role. However, while interpreting in the classroom with Deaf individuals I discovered this phenomenal resource to a woman who is designing her own Deaf Literacy books. You might check Janis Cole's information here at her website http://www.lesdeux2.com/feedback.html . Good Luck! Alicia
Reply to sueliving
Hi Sue,
You might want to check out Austin Community College's ASL-ESOL program at: http://www.austincc.edu/swgurc/asl-esol.php From ACC's ASL-ESOL program website, you will notice that their primary goal is to teach English by helping the students become knowledgable in their first language first (ASL) then teach English as a second language. I have observed one of their classes and I can say that their classroom environment is very accessible and their teaching philosophy is worth checking out. The contact person is:
Erika Domatti
Associate Professor, Deaf ESOL
Riverside Campus
edomatti@austincc.edu
512-223-6316 (VP/Voice)
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Reply to jaltmann
Thanks so much for your post, Jason. I've heard about the Austin ASL-ESOL program. It's a bit different as its focus is on teaching English. Here at CUNY, we capitalize on the use of ASL for the teaching of reading and writing, with English learned as a byproduct. All skills are learned simultaneously . . . which tends to move things along a bit. Thanks for sharing!
Reply to sueliving
I am looking for a curriculum for Adult Basic Education class for the Deaf (besides D.E.S.K). Does anyone know of any suggestions? You can email me with a response at jonemeli@otc.edu. Thanks, Melissa Jones
Reply to jonemeli
sueliving
| 11/20/12 @ 01:47 PM
Hi Melissa,
We have four different levels of ABE here at LaGuardia depending on reading level. The top two levels are for GED preparation; the lower two are for improving reading and writing. For the lower levels, students read either short, short fiction or nonfiction books (some adapted) or regular novels on the short side. They write either personal essays based on readings or response essays based on short, readable articles in the news. There is grammar instruction as well, but that is not weighted as heavily as fluency development in reading and writing. Hope this helps
Reply to sueliving
Hello Everyone,
I'd just like to respond to the post about the Deaf student with extremely poor writing skills whose writing is so poor that it "can't be fixed." The very least thing this student needs is a computerized grammar program. And, while a strong language foundation is of course vital, what might benefit this student at this stage is what is referred to as Academic Peer Instruction (API). At LaGuardia, we train strong ASL-signing Deaf leaders to take high-risk courses with Deaf students. These leaders set up after-class study-group sessions with the Deaf students where class discussions and readings are reviewed and where students learn to integrate class readings with required writing assigments. The API model is used with hearing API leaders and hearing students at the college as well with great success.