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10 Things You Should Know about Reading
Vocabulary and Students with Hearing Loss
Dr. Susan EasterbrooksProfessor, GSU
Dr. Nanci ScheetzProfessor, VSU
First, some startling statistics…
• The median DHH student graduates high school reading
somewhere around a 4th grade level.
• After achieving a late 2nd/early 3rd grade level, DHH students
gain approximately 3/10 of a grade level per year in reading
ability.
• Estimates on the percent of 18 year old DHH students who
read on grade level upon graduation range between 3 and
10% .
I. Students who are deaf or hard of hearing typically come
to school with an impoverished vocabulary when compared
to children who can hear.
Hearing Children before kindergarten will
have heard:
45,000,000 words – College Educated
Families
26,000,000 words – Working Class
Families
13,000,000 words – Lower Socio-
Economic Families (Knoell, 2005).
Many children with
hearing loss do
have access to
a rich vocabulary
until a) someone
starts signing with
them, b) they get
their first hearing
aids, or c) they
start school.
Exposure to Language:
Hearing Children
Exposure to Language
Deaf Children
World Knowledge
Words and
grammar that represent
the ideas
Ideas about the world
Ability to read
the words and
make sense
Labels
Do you remember this
pyramid from a
previous
presentation?
This means that they
struggle with the bottom
two sections of the
pyramid. It is a
concept and
language problem
for most, rather
than a reading
problem,
per se.
II. You need to determine where on the pyramid your student is experiencing
problems.
Here’s an example. Read the following, define the words, explain what it means (OK, you math wizards…give the rest of us a chance to figure it out!)
““There are only 10 kinds of people in There are only 10 kinds of people in the world: those who understand the world: those who understand binary and those who don’t.”binary and those who don’t.”
Hmmmmm…Let’s analyze this
Can you decode all these words?
Do you know what the following words mean? 10, People, Understand, Binary, Those?
Can you phrase this correctly? Can you read it at an appropriate words per minute?
* So you have all the “pieces,” but you still don’t have text comprehension! This is because you don’t have the two bottom pieces of the pyramid.
• Activating prior knowledge: What does 10
represent in the binary system?
– This will help you figure out the answer
• For children with hearing loss, you cannot
access a prior knowledge system if they do
not have that information in their system.
III. Students with hearing loss have problems at all
the layers of vocabulary knowledge.
– “Listening” (basic) vocabulary
– Grammar • You cannot read English that you do not understand.
– Sight word recognition
– Retention• Working memory is overtaxed when children read word for word.
– Multiple Meanings
– Idioms and other figures of speech• Can understand these but are 3-4 years delayed. The amount of
figurative language in print material is overwhelming.
– The language of testing
IV. Teach students with hearing loss a
broader vocabulary.5 year-old hearing children are able to speak about 1500-2000 and understand 2500-3000 words. Their sentences contain of 5-8 words. They also can almost tell a story with accuracy.
5 year-old children…
…who are severely to profoundly deafseverely to profoundly deaf may come to school with a vocabulary as limited as a few words. They may not use complete sentences.
…who are hard of hearing or have moderate losseshard of hearing or have moderate losses may come to school with a vocabulary nearer to the average, but many have significant deficits.
Vocabulary tends to fall across a limited range of conceptual categories. Words having to do with objects, actions, and ideas outside a child’s realm of first-hand experience are limited.
clothing
food and drink
food and drink animals
basic action verbs
basic action verbsvehicles
placesplaces
body parts
body parts useful it
ems
peoplepeople
They know generic labelsgeneric labels (bird, car, shoes) but not examples of the category (parakeet, SUV, sneakers)
Work with the SLP and TOD to help your student develop a broader vocabulary.
– Why? Because children learn to decode known wordsdecode known words more readily than unknown words.
– Because vocabulary knowledge is the single best predictorbest predictor of ease of learning to read.
V. Students who are deaf or hard of hearing need a deeper
vocabulary: Multiple meanings
• Both depthdepth and breadth are issues for students with
hearing loss.
– May know the primary definition, but often lack second and third
definitions.
RunRun
His allergy to cats made
his nose run.
He ran down the street.
He ran the meeting efficiently.
The play had a long run.
He ran on and on.
VI. Students with hearing loss need to know
figures of speech
Examples found in 1Examples found in 1stst grade books grade books
• Verb idioms The jet will run out of gas.
I washed them off.
He worked to help the cars get by.
• Idiomatic expressions Time was running low.
• Personification Triceratops was a skateboard champ.
• Hyperbole “Nobody ever helps me”, said the mouse.
• Litotes I wanted to blow up my sea horse…
Grandma helped a little.
• Alliteration The Great Gray Goose gathered her goslings.
Examples found in 3rd grade booksExamples found in 3rd grade books
Verb idioms Mirette worked up the courage to speak.
…but it did not wake up!
Idiomatic expressions That man had the nerves of an iceberg.
Personification Please teach me. My feet are already unhappy on the ground.
Hyperbole They tried everything under the sun, but nothing seemed to work.
Litotes She jumped up on the wire, but in a moment she was back on the ground.
• When teaching figurative expressions, especially idioms, teach the accurate semantic meaning. Do not spend time on drawings or pictures of the false meaning.
E.g., You’re pulling my leg.
Deaf children are visually oriented and will want to retain the amusing figure rather than the actual meaning.
“You’re pulling my leg” means “you’re teasing me.”
Here’s a good book to use to talk about the concept of teasing.Here’s a good book to use to talk about the concept of teasing.
VII. Deaf students benefit from semantic
approaches to vocabulary development.
• Semantic mapping
• Context-based approaches
• Concept-based approaches
• Fairview Program
• THE least effective approach for teaching vocabulary THE least effective approach for teaching vocabulary
to deaf children is to have them look up a book in the to deaf children is to have them look up a book in the
dictionary, copy the definition, and write a sentence.dictionary, copy the definition, and write a sentence.
Semantic Mapping• The teacher writes a word that represents the key concept.
• The student think of words that relate to the key word.
• These words are grouped around the key word in categories.
• The teacher presents new words and encourages a discussion
about where these words might fit into the map.
(Duffelmeyer & Banwart, 1993; Heimlich & Pittelman, 1986;
Johnson, Pittelman, &Heimlich, 1986)
Here is an example of a semantic map for the solar system
Context-Based Approach
• Youngsters ultimately need to encounter a word in context to develop a full sense of its meaning (Gipe, 1980; Gipe & Arnold, 1979).
• Guessing vocabulary from context is the most frequent context is the most frequent
way to discover the meaningway to discover the meaning of new words.
• Go to these websites to search for specific vocabulary in different children’s books. The more examples the student reads, the more rich his contextual base.
Steps for exploring context (Blachowicz &
Fisher,1996)
1st - Look before, at, and after the word.
2nd- Connect what they know to what the author has written.
3rd- Predict a possible meaning.
4th- Resolve or re-do. Decide if they know enough, should try
again, or consult an expert or reference.
Concept-Based Approach
• Concept-based approaches are grounded on the assumption that new knowledge is gained from finding new relationships in new relationships in old knowledgeold knowledge and from relating new information to old knowledge. (Schirmer, 2000)
– Approaches• Expansion maps
• Distancing
• Expanded Frayer Model
Expansion mapsDevelop a semantic map, then have students brainstorm other connections.
The basic map designed by students (old relationships) is blue. Expansions by the
teacher (new relationships) are yellow.
IHOP short stack
horseride
farm
carriage
carcar
saddlesaddle
pigspigscowscows
barnbarn
CinderellaCinderella
Amish
Sounds like “hoarse”
sore throatsore throat
expressions
Horse of a different colorHorse of a different color
Horse aroundHorse around
expressions
To be saddled (burdened) with…To be saddled (burdened) with…
Get back in the saddle (try again after a failure)Get back in the saddle (try again after a failure)
Pigs in blankets
• Distancing
– Distancing is a conversational approach to expanding conceptsconversational approach to expanding concepts
into the student’s real world.
• Ask questions about a concept in the book.
• Relate to the student’s person life.
• Relate to your life.
– Example conversation
Look on this page. It says, “Her fear was
like a cloud casting it’s shadow on all she
had done.” We talked about what that means
yesterday. Have you ever felt that way?
Yes. I try try very hard. Study.
Prepare for academic bowl.
Nervous.
That’s a great example. Once when I was
entering a contest with my dog, we practiced
and practices, but I was so nervous and afraid
that I just knew we were going to mess up. It
made me feel dark. Like a shadow was over me.
The doctor tell my Mom, you have bad xray.
Come back. Mom was shadow over her. But
now Mom OK.
Whew!
I’m
glad.
Expanded Frayer Model
Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery.
Madison, WI: Wisconsin Center for Education Research.
• Begins with the Frayer Model but expand words out three levels:
– Multiple meanings
– Free association
– Figurative language
jolt
Sudden jerky motion
unexpected
shocking
quick
The car
started with
a jolt.
Stop “The policeman jolt
the car.”
Shake “I jolt the
mixture.”
To jar with a quick, hard blow.
A sudden feeling of shock,
surprise, or disappointment.
A
small,
potent
portion
Sudden emotion
accident
Cro
wds
of p
eopl
e
Jolt of ja
va
Jostled and jolted
Jolt out o
f the blue
The Fairview Learning Program: A semantically-based
program developed for students with hearing loss. • Provides direct access to ASL and opens
a window for hearing and deaf people
to begin to think and sign bilingually. (Fairview Learning Network)
• Currently used in 42 states
Fairview Continued…
• The Bridge Lists & The Bridging Process
– The bridge lists are English phrases requiring ASL English phrases requiring ASL
translation for understandingtranslation for understanding.
– Example: “Down the street” requires multiple requires multiple
sign conceptssign concepts, depending on the context.
• “A ball was hit down the street”
• “A man walked down the street.”
Example: How would you teach the multiple meaning of the word “of”?
Through context!!!!
A measure of somethingA measure of something
a lb. of (what) ………
cheese, chocolate, nails
a bag of (what) …….
peanuts, clothespins
a box of (what) …….
dishes, cereal, rice
a book of (what) …..
matches, addresses
years of (what) …… deprivation, growth
Talking about somethingTalking about something LocationLocation
a story of (about) survival North of (where) the lake.
A book of (about) names In the middle of (where)
the forest
A tale of (about) two cities. FromFrom
The case of (about) the The Duchess of York.
missing pen.
CauseCause BeforeBefore
Died of a heart attack Quarter of three
VIII. Deaf students benefit from morphographemic
vocabulary instruction.
• What is a morphograph?
• Based on morphemes (word parts):
– Root words- dog, car, at, on, just
– Bound morphemes (affixes)
• Prefixes (un, re, dis)
• Suffixes (ly, ment, s, ness)
• Students learn word meanings by first writing parts of words (graphemes) and then by analyzing their meaning.
Morphographic analysis is effective with deaf students
because:• The patterns of letters are visually mediated and are thus available to the
deaf student. You see and sign them, not necessarily say them.
• Morphographic correspondence in English is more stable and therefore more reliable than graphophonemic correspondence.
• Ability to apply syntactic knowledge to decoding text is highly correlated with comprehension performance of good readers who are deaf (Kelly, 1995).
• Skilled readers who are deaf pay attention to form features of English text more so than poor readers.
• Strong evidence exists for the role of a large vocabulary in reading proficiency, and manipulation of morphological forms is critical to development of more advanced vocabulary.
• Spellings derived from morphographic analysis are more stable than spelling from phonic analysis.
• http://www.strugglingreaders.com/html/GA122.htm
IX. One of the best ways to improve reading
vocabulary is to read to and read with a
student.• Read to and read with children with hearing losses as
often as possible.
– This mimics the reading exposure that hearing children receive from their parents.
– Use standard children’s literature.
-Use materials developed specifically for children who are deaf and
hard of hearing.
Allow the student to view text to ASL renderings of stories• Sundance/Newbridge accessible textsSundance/Newbridge accessible texts
• Gallaudet’s Shared Reading storiesGallaudet’s Shared Reading stories http://clerccenter.gallaudet.edu/Literacy/srp/bookbags.html
X. Interpreters need to use conceptually
accurate signs.
Made I made my bed.
I made money.
My brother made me do that.
The rain made the grass green.
I made a present for you.
Each of these uses is represented by a different sign. If you sign the
generic sign for “make”, this will not support concept development.
I. Students who are deaf or hard of hearing typically come to school with an impoverished vocabulary when compared to children who can hear.
II. You need to determine where on the reading pyramid your student is experiencing problems.
III. Students with hearing loss have problems at all the layers of vocabulary knowledge.
IV. Teach students with hearing loss a broader vocabulary.
V. Students who are deaf or hard of hearing need a deeper vocabulary: Multiple meanings
VI. Students with hearing loss need to know figures of speech
VII. Deaf students benefit from semantic approaches to vocabulary instruction.
VIII. Deaf students benefit from morphographemic vocabulary instruction.
IX. One of the best ways to improve reading vocabulary is to read to and read with a student.
X. Interpreters need to use conceptually accurate signs.
Resources and Materials
www.buttepublications.com
www.linguisystems.com
http://clerccenter.gallaudet.edu