Formação de leitores surdos e a educação inclusiva

Pós-graduação em Educação - FFC

An analysis of vocabulary and language constructions of six series of primary readers from the standpoint of teaching the deaf

This paper discusses a study to determnine the vocabulary and language construction of primary readers and suitability for use in teaching of hearing impaired children.

Twelve sequence stories for use as part of reading curriculum for deaf children

This paper discusses the use of sight vocabulary drills, experience and sequence stories, pre-primers, basal readers and text books as part of a reading curriculum for hearing-impaired children.

An analysis of pre-reading strategies in deaf/hard of hearing students

This literature review evaluates print knowledge ability in normally hearing pre-readers with and without specific language impairments. It then discusses implications of print knowledge ability in students who are deaf or hard of hearing and early intervention strategies.

Operant measurement of auditory threshold in prelingually deaf users of cochlear implants: II

Two experiments evaluated an operant procedure for establishing stimulus control using auditory and electrical stimuli as a baseline for measuring the electrical current threshold of electrodes implanted in the cochlea. Twenty-one prelingually deaf children, users of cochlear implants, learned a Go/No Go auditory discrimination task (i.e., pressing a button in the presence of the stimulus but not in its absence). When the simple discrimination baseline became stable, the electrical current was manipulated in descending and ascending series according to an adapted staircase method. Thresholds were determined for three electrodes, one in each location in the cochlea (basal, medial, and apical). Stimulus control was maintained within a certain range of decreasing electrical current but was eventually disrupted. Increasing the current recovered stimulus control, thus allowing the determination of a range of electrical currents that could be defined as the threshold. The present study demonstrated the feasibility of the operant procedure combined with a psychophysical method for threshold assessment, thus contributing to the routine fitting and maintenance of cochlear implants within the limitations of a hospital setting.

Beginning readers' use of orthographic analogies in word reading

This research re-investigated the claim that beginning readers exploit information from the orthographic rime of clue words to help them to decode unfamiliar words. In Experiment 1, first-grade children were equally able to use orthographic information from the beginning, middle, and end of clue words to identify unfamiliar target words. Moreover, the improvement in reading end- (or orthographic rime-) same target words following clue word presentation reflected phonological priming. In second-grade children, with correction for retesting effects, improvement following clue word presentation for end-same and beginning-same target words was equivalent, although end-same target words improved more than middle-same target words. In Experiment 2, both first- and second-grade children were able to use orthographic information from the beginning, middle, and end of clue words to identify unfamiliar words. Clue word presentation enhanced the reading of beginning-same and end-same target words more than middle-same target words. Improvement was the same for beginning-same and end-same target words. Target word improvement following clue word presentation was greater than that for phonologically primed words only in children reading target words sharing the beginning sequence of the clue word. (C) 1998 Academic Press.

Good readers and good citizens: Literature, media and the nation

IN recent decades nationalism has sometimes been classed in the same category of immoral behaviours as racism and sexism. Reading from the historical and literary record, nationalism often appears to have been little other than racism and sexism. Race was the very basis of the national settlement in early twentieth-century Australia; how profoundly, I think, is something we still have to learn. How far are we from thinking in terms of First Nations as a way of acknowledging Indigenous Australia? Our easy familiarity with and moral superiority to' pre- I967 Australia and the White Australia Policy means that there are many degrees of Australian racism that remain hidden from commonplace historical knowledge·:' Australians still tend to think of South Africa as belonging to-another time and place altogether, another moral universe and historical trajectory. This was not a mistake that colonial Australians made. The parallels will become less and less resistible.

Good readers use context-sensitive grapheme-phoneme correspondences

Fifth-grade children were given a series of word reading tasks. First, two sets of 16 disyllabic words with medial VCV spellings, and with a long initial vowel were selected, varying in frequency but with similar word-initial segments. Nonwords were derived from these sets of words by exchanging initial onsets. Children read these nonwords in a first testing session. In a second test session, children were given the Woodcock Word Identification Test and the set of analogue words from which the nonwords were derived. Initial analyses examined only nonwords derived from words that were correctly read. Both sets of nonwords were more likely to be read with a long initial vowel than a short initial vowel, although this tendency was stronger in nonwords derived from high frequency words. Furthennore, Word Identification ability showed a strong relationship with the preference for long initial vowels in this type of disyllabic nonword, both for nonwords derived from known analogues and for nonwords derived from words that children could not read correctly. This preference was also correlated with the preference for context-sensitive grapheme-phoneme correspondences in the reading of ambiguous monosyllabic nonwords.These results have strong implications for current theories of word reading.

Assessing deaf and hearing children`s communication in Brazil

In Brazil there are no specific tests for either signed or spoken language for deaf children. A protocol evaluating communicative abilities independent of modality of communication (sign language or spoken language), and comprising assessments of (a) pragmatic profile; (b) modality of communication and linguistic level; (c) complexity of communication; and (d) style and efficacy of communication between parent and child was administered to 127 deaf and hearing children. The children, aged 3-6 years old, were distributed in three groups: 20 with severe hearing loss, 40 with profound hearing loss and 67 normally hearing. Deaf children were found to be delayed, independent of their linguistic level and preferred modality of communication. The protocol in this study proved to be an useful instrument for gathering relevant information about the three groups of preschool children`s communicative abilities, and particularly suitable for use in countries where standardized assessments are not available. Learning outcomes: The reader will be introduced to the use of an assessment protocol comprising its development, application and data analysis. The reader will be informed about assessment of deaf children`s preferred modality of communication, by the participation of a bilingual (sign language user) professional. Communication abilities can be assessed independently of the linguistic modality. In developing countries in general, where simple and easy to administer assessments tools are scarce, such a protocol is of specific value. (c) 2010 Elsevier Inc. All rights reserved.

A problemática da tradução do humor e da sonoridade das palavras em "A vida em surdina"/ deaf sentence

Dissertação apresentada para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Tradução, em Inglês

Hepatitis B and C in a Brazilian deaf community

ABSTRACTINTRODUCTION:Although deaf people are exposed to hepatitis B and C risk factors, epidemiological studies regarding these diseases in deaf people are lacking.METHODS:After watching an explanatory digital versatile disc (DVD) in Brazilian Sign Language, 88 deaf people were interviewed and tested for hepatitis B surface antigen (HBsAg), hepatitis B surface antibody (anti-HBs), hepatitis B core antibody (anti-HBc), and hepatitis C virus antibody (anti-HCV).RESULTS:The prevalence of hepatitis B markers was 8%; they were associated with incarceration and being born outside the State of São Paulo. No cases of hepatitis C were identified.CONCLUSIONS:Participants showed a substantial lack of knowledge regarding viral hepatitis, indicating a need for public policies that consider linguistic and cultural profiles.