Literacy Development at Camp: Leveraging Language Models
There is little research on effective educational experiences for deaf and hard-of-hearing (d/hh) children in Jamaica. Using a formative and design experiment framework, in this project we explored the potential efficacy of an intensive literacy camp that provided professional development for d/hh a...
Gespeichert in:
| Veröffentlicht in: | The Reading teacher 2021-03, Vol.74 (5), p.539-547 |
|---|---|
| Hauptverfasser: | , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 547 |
|---|---|
| container_issue | 5 |
| container_start_page | 539 |
| container_title | The Reading teacher |
| container_volume | 74 |
| creator | Dostal, Hannah M. Scott, Jessica A. Weir, Joan Kang, Ki Y. Amadi-Ihebuzor, Chidinma Bernard, Teri-Ann |
| description | There is little research on effective educational experiences for deaf and hard-of-hearing (d/hh) children in Jamaica. Using a formative and design experiment framework, in this project we explored the potential efficacy of an intensive literacy camp that provided professional development for d/hh adults working in classrooms with d/hh children, and provided literacy instruction for elementary-age campers. We found that the children improved in all tested areas, and observations of d/hh adults provided evidence that with minimal training they were able to implement important facets of literacy instruction with the campers. Further research on these types of experiences and their potential for lasting impact after the camp is necessary. |
| doi_str_mv | 10.1002/trtr.1972 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_journals_2508022536</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1290100</ericid><jstor_id>27287743</jstor_id><sourcerecordid>27287743</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3012-84c501e0302240e720d7dc3b1e901af3802304994cad98c4fa6de40800571c8b3</originalsourceid><addsrcrecordid>eNp1kM1LAzEQxYMoWKsH7woFTx62nUyym-xRav2iIJT1HNJsFra03TVJlf3vzbJS8OBc5jC_efPeEHJNYUoBcBZccFOaCzwhI5qzLEFB-SkZATCeQJrRc3Lh_QZiSQkjcrOsg3XadJNH-2W3Tbuz-zDRYTLXu_aSnFV66-3Vbx-Tj6dFMX9Jlu_Pr_OHZWIYUEwkNylQCwwQOViBUIrSsDW1OVBdMQnIgOc5N7rMpeGVzkrLQQKkghq5ZmNyN-i2rvk8WB_Upjm4fTypMI0cYsqySN0PlHGN985WqnX1TrtOUVB9eNWHV334yN4OrHW1OXKLN4rRUvzFmMyG-Xe9td3_QqpYFau_ihsfGnfcQIFSCM7YDwX9a7k</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2508022536</pqid></control><display><type>article</type><title>Literacy Development at Camp: Leveraging Language Models</title><source>Wiley Online Library All Journals</source><creator>Dostal, Hannah M. ; Scott, Jessica A. ; Weir, Joan ; Kang, Ki Y. ; Amadi-Ihebuzor, Chidinma ; Bernard, Teri-Ann</creator><creatorcontrib>Dostal, Hannah M. ; Scott, Jessica A. ; Weir, Joan ; Kang, Ki Y. ; Amadi-Ihebuzor, Chidinma ; Bernard, Teri-Ann</creatorcontrib><description>There is little research on effective educational experiences for deaf and hard-of-hearing (d/hh) children in Jamaica. Using a formative and design experiment framework, in this project we explored the potential efficacy of an intensive literacy camp that provided professional development for d/hh adults working in classrooms with d/hh children, and provided literacy instruction for elementary-age campers. We found that the children improved in all tested areas, and observations of d/hh adults provided evidence that with minimal training they were able to implement important facets of literacy instruction with the campers. Further research on these types of experiences and their potential for lasting impact after the camp is necessary.</description><identifier>ISSN: 0034-0561</identifier><identifier>EISSN: 1936-2714</identifier><identifier>DOI: 10.1002/trtr.1972</identifier><language>eng</language><publisher>Newark: Wiley</publisher><subject>Camps ; Children ; Community-based programs ; Deafness ; design experiments < Research methodology ; Educational Experience ; Elementary School Students ; Elementary School Teachers ; Faculty Development ; FEATURE ARTICLE ; Foreign Countries ; Formative experiments ; Hearing Impairments ; Hearing loss ; Language learners ; Language modeling ; Literacy ; Literacy Education ; Professional development ; Program Effectiveness ; resources < Family literacy ; Teacher education ; Teaching Methods</subject><ispartof>The Reading teacher, 2021-03, Vol.74 (5), p.539-547</ispartof><rights>2021 International Literacy Association</rights><rights>Copyright © 2021 International Literacy Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c3012-84c501e0302240e720d7dc3b1e901af3802304994cad98c4fa6de40800571c8b3</cites><orcidid>0000-0002-6733-9725 ; 0000-0003-3430-3141 ; 0000-0001-9918-7837</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Ftrtr.1972$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Ftrtr.1972$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1416,27923,27924,45573,45574</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1290100$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Dostal, Hannah M.</creatorcontrib><creatorcontrib>Scott, Jessica A.</creatorcontrib><creatorcontrib>Weir, Joan</creatorcontrib><creatorcontrib>Kang, Ki Y.</creatorcontrib><creatorcontrib>Amadi-Ihebuzor, Chidinma</creatorcontrib><creatorcontrib>Bernard, Teri-Ann</creatorcontrib><title>Literacy Development at Camp: Leveraging Language Models</title><title>The Reading teacher</title><description>There is little research on effective educational experiences for deaf and hard-of-hearing (d/hh) children in Jamaica. Using a formative and design experiment framework, in this project we explored the potential efficacy of an intensive literacy camp that provided professional development for d/hh adults working in classrooms with d/hh children, and provided literacy instruction for elementary-age campers. We found that the children improved in all tested areas, and observations of d/hh adults provided evidence that with minimal training they were able to implement important facets of literacy instruction with the campers. Further research on these types of experiences and their potential for lasting impact after the camp is necessary.</description><subject>Camps</subject><subject>Children</subject><subject>Community-based programs</subject><subject>Deafness</subject><subject>design experiments < Research methodology</subject><subject>Educational Experience</subject><subject>Elementary School Students</subject><subject>Elementary School Teachers</subject><subject>Faculty Development</subject><subject>FEATURE ARTICLE</subject><subject>Foreign Countries</subject><subject>Formative experiments</subject><subject>Hearing Impairments</subject><subject>Hearing loss</subject><subject>Language learners</subject><subject>Language modeling</subject><subject>Literacy</subject><subject>Literacy Education</subject><subject>Professional development</subject><subject>Program Effectiveness</subject><subject>resources < Family literacy</subject><subject>Teacher education</subject><subject>Teaching Methods</subject><issn>0034-0561</issn><issn>1936-2714</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><recordid>eNp1kM1LAzEQxYMoWKsH7woFTx62nUyym-xRav2iIJT1HNJsFra03TVJlf3vzbJS8OBc5jC_efPeEHJNYUoBcBZccFOaCzwhI5qzLEFB-SkZATCeQJrRc3Lh_QZiSQkjcrOsg3XadJNH-2W3Tbuz-zDRYTLXu_aSnFV66-3Vbx-Tj6dFMX9Jlu_Pr_OHZWIYUEwkNylQCwwQOViBUIrSsDW1OVBdMQnIgOc5N7rMpeGVzkrLQQKkghq5ZmNyN-i2rvk8WB_Upjm4fTypMI0cYsqySN0PlHGN985WqnX1TrtOUVB9eNWHV334yN4OrHW1OXKLN4rRUvzFmMyG-Xe9td3_QqpYFau_ihsfGnfcQIFSCM7YDwX9a7k</recordid><startdate>202103</startdate><enddate>202103</enddate><creator>Dostal, Hannah M.</creator><creator>Scott, Jessica A.</creator><creator>Weir, Joan</creator><creator>Kang, Ki Y.</creator><creator>Amadi-Ihebuzor, Chidinma</creator><creator>Bernard, Teri-Ann</creator><general>Wiley</general><general>Blackwell Publishing Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0002-6733-9725</orcidid><orcidid>https://orcid.org/0000-0003-3430-3141</orcidid><orcidid>https://orcid.org/0000-0001-9918-7837</orcidid></search><sort><creationdate>202103</creationdate><title>Literacy Development at Camp</title><author>Dostal, Hannah M. ; Scott, Jessica A. ; Weir, Joan ; Kang, Ki Y. ; Amadi-Ihebuzor, Chidinma ; Bernard, Teri-Ann</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3012-84c501e0302240e720d7dc3b1e901af3802304994cad98c4fa6de40800571c8b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Camps</topic><topic>Children</topic><topic>Community-based programs</topic><topic>Deafness</topic><topic>design experiments < Research methodology</topic><topic>Educational Experience</topic><topic>Elementary School Students</topic><topic>Elementary School Teachers</topic><topic>Faculty Development</topic><topic>FEATURE ARTICLE</topic><topic>Foreign Countries</topic><topic>Formative experiments</topic><topic>Hearing Impairments</topic><topic>Hearing loss</topic><topic>Language learners</topic><topic>Language modeling</topic><topic>Literacy</topic><topic>Literacy Education</topic><topic>Professional development</topic><topic>Program Effectiveness</topic><topic>resources < Family literacy</topic><topic>Teacher education</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Dostal, Hannah M.</creatorcontrib><creatorcontrib>Scott, Jessica A.</creatorcontrib><creatorcontrib>Weir, Joan</creatorcontrib><creatorcontrib>Kang, Ki Y.</creatorcontrib><creatorcontrib>Amadi-Ihebuzor, Chidinma</creatorcontrib><creatorcontrib>Bernard, Teri-Ann</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>The Reading teacher</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Dostal, Hannah M.</au><au>Scott, Jessica A.</au><au>Weir, Joan</au><au>Kang, Ki Y.</au><au>Amadi-Ihebuzor, Chidinma</au><au>Bernard, Teri-Ann</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1290100</ericid><atitle>Literacy Development at Camp: Leveraging Language Models</atitle><jtitle>The Reading teacher</jtitle><date>2021-03</date><risdate>2021</risdate><volume>74</volume><issue>5</issue><spage>539</spage><epage>547</epage><pages>539-547</pages><issn>0034-0561</issn><eissn>1936-2714</eissn><abstract>There is little research on effective educational experiences for deaf and hard-of-hearing (d/hh) children in Jamaica. Using a formative and design experiment framework, in this project we explored the potential efficacy of an intensive literacy camp that provided professional development for d/hh adults working in classrooms with d/hh children, and provided literacy instruction for elementary-age campers. We found that the children improved in all tested areas, and observations of d/hh adults provided evidence that with minimal training they were able to implement important facets of literacy instruction with the campers. Further research on these types of experiences and their potential for lasting impact after the camp is necessary.</abstract><cop>Newark</cop><pub>Wiley</pub><doi>10.1002/trtr.1972</doi><tpages>9</tpages><orcidid>https://orcid.org/0000-0002-6733-9725</orcidid><orcidid>https://orcid.org/0000-0003-3430-3141</orcidid><orcidid>https://orcid.org/0000-0001-9918-7837</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0034-0561 |
| ispartof | The Reading teacher, 2021-03, Vol.74 (5), p.539-547 |
| issn | 0034-0561 1936-2714 |
| language | eng |
| recordid | cdi_proquest_journals_2508022536 |
| source | Wiley Online Library All Journals |
| subjects | Camps Children Community-based programs Deafness design experiments < Research methodology Educational Experience Elementary School Students Elementary School Teachers Faculty Development FEATURE ARTICLE Foreign Countries Formative experiments Hearing Impairments Hearing loss Language learners Language modeling Literacy Literacy Education Professional development Program Effectiveness resources < Family literacy Teacher education Teaching Methods |
| title | Literacy Development at Camp: Leveraging Language Models |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-10T12%3A24%3A07IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Literacy%20Development%20at%20Camp:%20Leveraging%20Language%20Models&rft.jtitle=The%20Reading%20teacher&rft.au=Dostal,%20Hannah%20M.&rft.date=2021-03&rft.volume=74&rft.issue=5&rft.spage=539&rft.epage=547&rft.pages=539-547&rft.issn=0034-0561&rft.eissn=1936-2714&rft_id=info:doi/10.1002/trtr.1972&rft_dat=%3Cjstor_proqu%3E27287743%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2508022536&rft_id=info:pmid/&rft_ericid=EJ1290100&rft_jstor_id=27287743&rfr_iscdi=true |