Teaching/learning experience in reading at a preschool level of
deaf Puerto Rican children. Dra. Yolanda Rodrguez Fraticelli
DICAPTA, Florida March 19-21, 2014 Slide 2 Purpose As a teacher for
deaf Puerto Rican students I would like to present my experience in
the teaching/learning process for reading in deaf children at a
preschool level. The problems deaf people encounter when learning
to read and recommendations on how to develop reading skills and
future plans. Rodrguez - Fraticelli, Y. (2014)2 Slide 3 Description
BS in Special Education Emphasis in Education for the Blind
(UPR-RP) Masters degree in Education for the Deaf (UPR RP) PH D in
Education for the Deaf (University Lamar Beaumont, Texas) 28 years
experience as a teacher 3 years Vocational Therapy for the Deaf.
School Rafael Hernndez - Saln Contenido (children ages 5- 11 ) 11
years Preschool Center for Deaf Children in Elementary School of
UPR. 4 years Teacher in UPR RP; MA courses specifically in the area
for Deaf people. 1994 2012 President of the Puerto Rican Deaf
Foundation, Inc. (Fundacin Sordos de Puerto Rico, Inc.) Consultant
on Education for the deaf. Rodrguez - Fraticelli, Y. (2014)3 Slide
4 Teaching/learning reading to deaf children at a preschool level
Introduce the vocabulary that I am interested in pointing out to my
students. First the signs are presented and then the word. Begin
reading the chosen book While reading questions are asked. When the
book is read a summary of the story is made. Related assignments
are done. On the assignments, we work on: main character, literacy
development, sign recognition, coloring, cut out and glue, etc.
Rodrguez - Fraticelli, Y. (2014)4 Slide 5 Problems encountered by
deaf people in the reading learning process The highest level in
reading reached by most Puerto Rican deaf people is 4th grade. In a
Puerto Rican Study Castro (2012) found that Deaf people lack the
sense of hearing, their language development is not at the same
level of hearing people of the same cronological age, due to which
they reach school without language skills. Most of the deaf people
that can get along in reading skills is due to the opportunity they
had of intensive speech therapies and the support of their families
to develop language proficiency. These people are the ones that
show that they have overcome communication challenges and are able
to obtain education at a BS, Masters and doctorate levels. Rodrguez
- Fraticelli, Y. (2014)5 Slide 6 Recommendation to develop
reading.. The use of technology in order to encourage and improve
language proficiency in deaf people makes them increase vocabulary,
improve their syntax techniques, syntactic and morphology, without
forgetting that this draws and motivates students and personalizes
the different learning methods.. Technology has direct benefits in
deaf childrens reading development and it improves language
proficiency as well as sign language, manual spelling, gestures,
lip reading, total communication, among other things. Rodrguez -
Fraticelli, Y. (2014)6 Slide 7 Assisting Technology that supports
deaf people in learning to read. Computer (Power Point software)
Digital projector (enlarge images for the benefit of the deaf)
Scanner Ipad or tablet, celulares Internet USB pendrive Closed
CaptionAudio DiscriptionsYouTube Rodrguez - Fraticelli, Y. (2014)7
Slide 8 Assisting Tecnology in Writing Rodrguez - Fraticelli, Y.
(2014)8 Slide 9 Assisting Tecnology in Writing Rodrguez -
Fraticelli, Y. (2014)9 Slide 10 Grade separation of the deaf in the
reading area. The early detection of deafness and timely work with
the deaf population is important in order to develop reading skills
that will help in the educational process. In the 3rd Conference on
Education for the Deaf (2012), Hernndez stated several reasons that
question the low reading level of the deaf students: the
insufficient variation of activities where the terms or concepts
may be summarized and the use of conceptual maps which are of great
use to the deaf. Hernndez (2012), furthermore said that the use of
assisting technology must occur not only in the activities, and in
helpful learning and constant evaluation, but always. He also urges
for communication experiences between hearing and deaf peers.
Rodrguez - Fraticelli, Y. (2014)10 Slide 11 Examples of reading
with deaf children in the classroom. Rodrguez - Fraticelli, Y.
(2014)11 Slide 12 Reading with deaf children in the classroom
Rodrguez - Fraticelli, Y. (2014)12 Slide 13 Reading with deaf
children in the classroom Rodrguez - Fraticelli, Y. (2014)13 Slide
14 Reading with deaf children in the classroom Rodrguez -
Fraticelli, Y. (2014)14 Slide 15 Reading with deaf children in the
classroom Rodrguez - Fraticelli, Y. (2014)15 Slide 16 Future Plans
QR Code an interactive tool for the deaf and their family (works on
the communication with parents, education and assignments in the
classroom) QR Code (1994, Japan) works in the bond between paper
(the teacher uses it in the classroom) and technology (directly
supplies the documents the teacher has scanned to give parents)
Referring to STUDY Referring to STUDY the teacher records the signs
that have been worked in the classroom and in the QR code the
person (parents) can scan it and have the signs at home. It is a
way of working the same signs from the classroom at home (reinforce
learning process). Rodrguez - Fraticelli, Y. (2014)16 Slide 17
Thank you! Rodrguez - Fraticelli, Y. (2014)17
