SignWriting List Forum| Message 4785 | Previous | Next [ Up Thread ] | Message Index |
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From:
Denise Larkin Date: Thu Apr 12, 2001 3:11 pm Subject: Reading Literacy | ||||||||||||||||||||
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Greetings all, I have enjoyed reading all the research papers and the past email messages in the archives. I learned a lot from the communications between Cecelia Smith (a student in the Masters of Linguistics program at Gallaudet University)from 1988. One thing I seem to notice is most of the questioning and research is geared toward writing literacy. Please correct me if I am wrong. I am working on a research paper on reading literacy and I was wondering if anyone could help me. I am having a touch time convincing people in AZ to try new things, so I want to really have my act together and have all the information possible when I step into the "lion's den" and try and convince people that change is good. I see Sign Writing as so many wonderful things. One of these things is a bridge for Deaf children. Signed language is at times their first or second language, and teachers are expecting the children to be able to make the leap from signed language to written language. Sign Writing seems to me to be the bridge that helps the children understand written language in their language and eventually in the hearing world's language. Can anyone tell me about their successes with children and their improvement in reading (and writing) with Sign Writing? I am interested in before and after stories. The struggles and the successes. Thank you all so much for your help. I know I don't talk much on the SW group list, but I am learning so much from all of you. Denise Larkin in Arizona, USA PS: Dear Valerie, in reading all the old archive messages, I saw communications with Ruth Kartchner and the SW group back in 1988. She is an instructor at the University of Arizona. I am going to look her up and tell her about all the wonderful progress in Sign Writing. I need all the help I can get to spread the message and help these children succeed. Dee | ||||||||||||||||||||
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