Reading development of deaf learners
in foreign language classroom: putting
theory into practice
Jitka Sedláčková
Masaryk University Brno
ESSE 2014 Košice
Content
background and motivation
reading and deaf reading
research project
reading strategy instruction
Background
university level of education
students required to complete courses on B1 / B2 level
more focus on skills
reading skills long-recognized issue in deaf edu
academic level of education
preliminary source of linguistic input
Reading
interactive cognitive process (Carell, Devine & Eskey, 1988; Grabe, 2011)
processing language
creating meaning
metacognitive processes
reading in L2/L3
Deaf reading
lack of solid L1 base in linguistic knowledge
and skills
vocabulary, figurative language, background
knowledge
applying inappropriate strategies
Developing reading in FL for deaf
increasing linguistic competence
supporting positive transfer of existing reading
skills
developing reading skills / strategies (Afflerbach, Pearson &
Paris, 2008)
Research
aim
method
participants
Design
pre-test
interview (biography, reading)
written verbalization (think aloud variation)
use of English test
intervention explicit reading strategy instruction
post-test
interview (reading, evaluation)
written verbalization (think aloud variation)
use of English test
Sources
existing knowledge of deaf reading and problems
(Marschark, Lang & Albertini, 2001; Paul, 2003; Schirmer, 2003; Thumann, 2006)
theoretical knowledge on L2 reading (Grabe, 2009)
research on reading strategy instruction (e.g. Palincsar &
Brown, 1984; Salataci & Akyen, 2002; Pressley, 2006)
books on teaching reading strategies
Strategies That Work: Teaching Comprehension to Enhance Understanding by
Harvey and Goudvis (2000)
Reading Practices with Deaf Learners by McAnally, Rose and Quigley (2007)
Reading strategies
Strategies for
text decoding
Decoding the meaning of unknown word
Decoding the meaning of part of sentence / sentence / several sentences
Strategies for
making
meaning
Making predictions and questioning
Confirming and disconfirming predictions
Inferring
Connecting to background knowledge
Metacognitive
strategies
Planning work
Evaluation
Dealing with problems
Intervention
semester-long, part of practical English course
prepared specifically for each student / group
teacher’s think aloud, student’s hands-on practice
to give overall idea of reading strategies and
repeated practice of some
Examples
Example 1) metacognitive strategies of
comprehension evaluating and dealing with
comprehension problems
Example 2) predicting content
Conclusion
positive feedback from students to lessons
time (both in class and in total)
impact beyond English class?
more problematic in groups?
Sources … and THANK YOU!
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying Differences Between Reading Skills and Reading
Strategies. The Reading Teacher, 61(5), 364–373.
Carell, P., Devine, J., & Eskey, D. (eds.). Interactive approaches to second-language reading. Cambdridge: CUP.
Grabe, W. (2009). Reading in a Second Language. Moving from Theory to Practice. New York: CUP.
Harvey, S., & Goudvis, A. (2000). Strategies That Work: Teaching Comprehension to Enhance Understanding. Ontario:
Stenhouse Publishers.
Marschark, M., Lang, H. G., & Albertini, J. A. (2002). Educating Deaf Students. From Research to Practice. New York:
OUP.
McAnally, P. L, Rose, S., & Quigley, S. P. (2007). Reading Practices with Deaf Learners. Austin: Pro-Ed.
Palincsar, A. S., & Brown, A. L. (1986). Interactive teaching to promote independent learning from text. The Reading
Teacher, 39(8), 771–777.
Paul, P. V. (2003). Processes and Components of Reading. In M. Marschark, & P. E. Spencer (Eds.), Oxford Handbook
of Deaf Studies, Language, and Education (s. 97-109). New York: OUP.
Pressley, M. (2006). Reading Instruction that Works. (3rd ed.). New York: Gilford Press.
Salataci, R., & Akyen, A. (2002). Possible Effects of Strategy Instruction on L1 and L2 Reading. Reading in a Foreign
Language 14(1), 1–17.
Schirmer, B. R. (2003). Using Verbal Protocols to Identify the Reading Strategies of Students Who Are Deaf. Journal of
Deaf Studies and Deaf Education, 8(2), 157–170.