By Charlotte Baker-Shenk, Dennis Cokely
Cokely D., Baker-Shenk C. American signal Language.. A Teacher's source textual content on Curriculum, tools, and review (Gallaudet college Press, 1991)(ISBN 0930323858)(400dpi)(188s)
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Additional info for American sign language: a teacher's resource text on curriculum, methods, and evaluation
The scheme has been devised to provide intensive phonic practice for children who have been having difficulty acquiring basic literacy skills. It has been successfully used with children with specific reading difficulties in mainstream primary and secondary schools. Essentially the scheme consists of support material and can be successfully used in combination with other schemes. Precision teaching methods are used, but no timescale is recommended as the author acknowledges that each child will have a different rate of learning.
This can be particularly the case if there is a break such as a holiday or even the weekend, when the word and the skills associated with the word have not been used. This is one of the reasons why dyslexic children need a considerable amount of practice in reading, both material that is below their level and above. Reading material below their level will ensure some practice in reading and help with automaticity and reading material above their level will help to provide the development of comprehension and strategies associated with context and comprehension as well as the use of inferential strategies.
Language experience can be achieved through discussion and approaches such as paired reading described later in this chapter. It is important that even if the child cannot access the print content of some books, the language, concepts and narratives should be discussed. This helps to make literacy motivating and emphasises the view that literacy is more than just reading. Literacy embraces many of the social conventions in society and is a powerful tool for social awareness, essential for young people when they leave school.