Reading Comprehension and Science Texts
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Transcript of Reading Comprehension and Science Texts
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Reading Comprehension and
Science TextsJean F. Andrews, Ph.D.Supported by NSF Grant
#043567: Project ACE
Sept. 17, 2004
To contact author for permission to usethis PowerPoint, please e-mail
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Yesterdays Topics ASL/English bilingual strategies
used in reading lessons Fingerspelling Translation
Codeswitching (using signs andfingerpelling) Chaining (Padden, 1998) Sandwiching (Padden, 1998)
Preview in L1, view in L2, review in L1 Translanguaging ASL summary
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Benefits of fingerspelling Matches fingerspelling with orthographic print Assists in learning spelling Not sounding out, but helps with memory
Expands vocabulary for words no sign exists Proper nouns, places, science words, etc. Deaf children as young as 3 begin to fingerspell First fingerspell as gestault hole but later use it
for word analyses. Deaf teachers use it more than hearing teachers Should be used often in literacy classroom to
build vocabulary
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Benefits of fingerspelling andsigning for ELL students
Multisensory Helps hearing children with spelling Its fun to do!
Can learn it quickly Matching print with 26 handshapes Learn basic signs
Daniels, M. (2001). Dancing with words: Signing for hearing childrens literacy . Westport, CT:Bergin & Harvey.
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Todays Topics
1. Reading Levels for deaf students2. Why are reading science texts so difficult
for deaf students: Some factors3. Are deaf readers like other English L2
reading learners?
4. Reading comprehension strategies forscience texts5. Writing strategies
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What is reading?
Getting meaning from text
Types of reading Silent reading Oral reading Signed reading
A complex set of behaviors includinglinguistic, psycholinguistic, graphic,social, and pragmatic skills
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Reading facts: Deaf students(http://gri.gallaudet.edu/Literacy
For prelingually deaf/hh, the median readinglevel for 17 and 18 year olders is grade four.
30% of deaf students leave school functionallyilliterate reading at 2.8 or below.
Only 10% of deaf 18 year older students reach10th grade or better.
While in school, the average deaf child gainsonly eight months in reading achievement fromage 11 to age 16, and plateau or level off atgrade 4.
Gains are about .3 grade levels per yearcompared to hearing children who progress onegrade level
http://gri.gallaudet.edu/Literacyhttp://gri.gallaudet.edu/Literacy -
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Reading levels and ELL students
Edcouch, Texas teachers What are the reading levels of your
students Compare with deaf students
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Why is written language in science textsso difficult for deaf students to decifer?:
Reading levels of science texts
Lack of knowledge of science concepts Lack of science literacy Act of reading is based on familiarity with spoken
language
Signed word for word does not work as meaningis lost in science text Many science terms do not have ASL signs DO NOT invent science signs! Ask a deaf
person for help.
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Reading Problems of DeafReaders..have been well
documented Vocabulary (Paul) Multiple meaning words (Paul)
Syntactic structures (Quigley) Inference (Wilson) Higher comprehension skills (Kelly)
Comprehending variety of texts (Schirmer)
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Why is reading science textbooksso difficult?
3 Considerations
1. Linguistic2. Cognitive3. Textual
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Linguistic considerations
English has a massive vocabulary (500,000 to600,000 words)
Take a word like angry.can take on
different meanings in words as furious,enraged, annoyed, miffed, ticked-off, irritated,seeing red
English vocabulary of average 15 year old
deaf student is about the size of a 9 year oldhearing child and will not improve significantly Even when fingerspelled, deaf person may
not get the meaning of the words
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Linguistic considerations (cont)
Idioms (on edge, over the top, out of the box, belowthe radar screen) double verbs and verb particles (puta show on, get up on)
Concept of time (at least a month, six months ago,what happened next)
Syntax (grammar) is complex Deaf readers impose a subject-verb-object order on
all sentence Hypotheticals using subjunctive if The word have.I have a dog, I have been
playing.show different meanings.
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Cognitive considerations
1. Lack of science background knowledge andinformation
2. Lack science incidental learning (e.g.
discussions about weather3. Inability of adults to communicate and teach
children about science
4. Being an outsider to information
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Textual considerations
1. Science texts have specific kinds ofstructures
a. The textbookb. Science magazinec. Science captioned moviesd. Fiction books with science themese. Non-fiction trade booksf. Professional journalsg. The science fair project
h. The science term paper
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How are deaf readers like other EnglishL2 reading learners?
1. struggle to learn to read English thelanguage of the majority culture with its
vast science vocabulary and complexgrammar of textbooks
2. must learn social English (conversational
English) as well as academic English toread their science textbooks.
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How are deaf readers UNLIKE hearing English L2 readers
deaf readers are seldom fluent in a firstlanguage (ASL)
ASL and English are fundamentally different
structurally quality and quantity of exposure to English for
deaf is less than hearing English L2 learner
hearing L2 English learners have a fund ofbackground knowledge in their L1 to use
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ELL: Deaf and hearing
conversational English languageexposure to hearing L2 English learnersis greater (due to overhearing
conversations, radio, TV, sport eventsetc.) deaf students use conversational English
in different ways (e.g. email, TTY, notewriting) and this involves essentiallyreading and writing.
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ELL: Deaf and hearing
deaf students must learn English throughtwo modes: reading and writing whilehearing English L2 readers can use their
spoken English knowledge to assist withdeveloping reading. it takes 3 to 5 years for a hearing bilingual
to learn conversational English and 5 to 10years to master academic English inreading and writing.
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ELL: deaf and hearing
many deaf readers never obtainconversational or academic levels ofEnglish as hearing English L2 learnersdo.
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Reading comp (cont.)
Demonstrate how a text is constructed Challenging science reading materials
Teacher shows strategies
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Instructional strategies BEFOREreading science texts
Motivating Activating prior knowledge Building specific text structure Preteaching some vocabulary Prequestioning Predicting Set a purpose for reading science Suggest comprehension strategies
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Instructional strategies DURINGreading science texts
Have a positive attitude and interest in sciencereading
Determine which information is important Self-questioning Summarizing Inferring Predicting
Imaging Skimming Decoding unfamilar words Deriving meaning from context clues
Using prior knowledge
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Research with deaf high schoolstudents
Study using cloze procedure Asked high school students how they read
Use background knowledge
Reread text Lookback in text Lookahead in text use context clues
Ask an expert Use the title of the passage (used by hearingteachers only)
Source: Andrews, J. & Mason, J. (1993). Strategy Usage Among Deafand Hearing Readers. Exceptional Children
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Punctuation: Importance in readingand writing
Comma, period, question mark,exclamation mark, underlining, italicizedprint.
Regulates the traffic of words in reading Important for reading fluency Important in comprehending whole
science text passage Many deaf ELLs skip over punctuation
when reading aloud.
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Writing in the science classroom
Drawing to get ideas down Dialogue journals about science topics
(written conversations between teacherand students)
Talk-write (sign-write) students can talkabout science prior to writing it down.
Writing process steps (brainstorming,outline, draft, edit, peer review,presentation)
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Writing with ELL students
Writing process steps (brainstorming,outline, draft, edit, peer review,presentation)
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Deaf writing: language transferand language mixing
I not know much about Earth. Ihave no feel about Earth, but I
finish learn about Earthcolorsmany different. Earth need nicely.Earth not need mess.
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Activity
Using the class handouts, demonstrateseveral reading comprehension strategiesthat you can use in the science textreading lesson: BEFORE DURING
AFTER