Publication
Reading and Writing Evaluation of Deaf People Using Brazilian Sign Language
| Summary: | The use of Brazilian Sign Language (BSL) in the education of deaf people is guaranteed by Brazilian laws, but its adoption in educational policies requires an adjustment in terms of stimulus and response modalities. This study aimed at characterizing reading and writing performances of four deaf students who are BSL users and are in early literacy phases. The assessment was performed through selection tasks - signaling and writing – using an evaluation and teaching procedure that is usually adopted with hearing children. The results replicated data that has been documented in hearing children: performance was satisfactory in copying and identity matching tasks among pictures and graphic stimulus; performance was lower in reading and dictation tasks. Data show that investment targets regarding reading and writing teaching conditions programming require adjustments that are more related to the communication modality than to the teaching procedures. |
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| Main Authors: | Pereira, Veronica Aparecida |
| Other Authors: | Almeida-Verdu, Ana Cláudia Moreira |
| Subject: | reading writing Brazilian Sign Language deafness special education lectura escritura Libras sordera educación especial leitura escrita Libras surdez educação especial |
| Year: | 2012 |
| Country: | Brazil |
| Document type: | article |
| Access type: | open access |
| Associated institution: | IBICT |
| Language: | Portuguese |
| Origin: | Oasisbr |
| Summary: | The use of Brazilian Sign Language (BSL) in the education of deaf people is guaranteed by Brazilian laws, but its adoption in educational policies requires an adjustment in terms of stimulus and response modalities. This study aimed at characterizing reading and writing performances of four deaf students who are BSL users and are in early literacy phases. The assessment was performed through selection tasks - signaling and writing – using an evaluation and teaching procedure that is usually adopted with hearing children. The results replicated data that has been documented in hearing children: performance was satisfactory in copying and identity matching tasks among pictures and graphic stimulus; performance was lower in reading and dictation tasks. Data show that investment targets regarding reading and writing teaching conditions programming require adjustments that are more related to the communication modality than to the teaching procedures. |
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