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Deaf Children

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Deaf Children
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? 2. What categories do children’s first words usually fall into? 3. How does a sight-word reading vocabulary normally develop? 4. How do deaf readers store “reading by eye” words in their brains? 5. How does the “reading by ear” process differ from the “reading by eye” process? 6. How do deaf readers use “reading by ear” and “reading by eye” models? 7. Do deaf children perceive fingerspelling as individual letters or as complete units? Explain. 8. What has research shown about the effectiveness of Manually Coded English (MCE) systems for literacy in deaf children? 9. Describe the kinds of writing errors in the passage “Knight and the Dragon” on page 96. 10. Describe three difficulties deaf readers may encounter in comprehending stories even when familiar vocabulary is used. 11. How is English literacy taught to deaf children? 12. How can graphic similarities in written words be problematic for deaf readers? 13. What is “interlanguage”?

14. What is CART? 15. Describe three technologies that can be used in literacy teaching for deaf children. 16. About what percentage of deaf children have educationally significant disabilities? 17. How might children who are not deaf benefit from sign language and fingerspelling? 18. Why might English literacy be especially important for deaf-blind children?

Chapter 7
NOTE: questions 10-16 cover cochlear implants. This topic will be explored in depth in a future lesson. 1. List three family activities that help children develop communication competence. 2. Does the first language a deaf child is exposed to always become the dominant language? Explain. 3. Why is contact signing not advocated as a teaching method? 4. What is the difference between the auditory-verbal and
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