DRAFT: This module has unpublished changes.

Student Name: Ben (changed for student confidentiality)

 

Learning Need: Ben will increase his vocabulary through the use of sight words flashcards.

 

Student Background / Observations:


          Ben is a 12 year old, hard of hearing, boy with a cochlear implant. He is in a self contained, sign support classroom within a mainstream school in Queens. Ben was born in the United States, and comes from Jamaican decent. English is the primary language used at home and Ben is learning sign language at school. Ben struggles with most subjects due to his lack of exposure to reading, writing, and language. He has a very limited vocabulary and this is the source to most of his struggle. Ben needs to work on increasing his vocabulary through exposure to words and their meaning.

 

          According to Ben’s IEP, he is also classified as having ADHD. Although his ADHD is controlled by medicine, he still moves around a lot and has trouble focusing on a task. If he is presented with work that is too difficult for him he becomes discouraged and loses interest. Through working with him I have learned that he requires a lot of positive reinforcement and praise. When he does something right and receives praise, he practically glows. He enjoys conquering a task and saying it was “easy”. This information leads me to believe that Ben needs a lot of scaffolding and support. He needs tasks built into each lesson that are easy for him in order to build his confidence. Ben works well with hands-on activities such as setting up technology in the classroom. He enjoys basketball and is a bodily-kinesthetic learner. I believe it is important to incorporate his skills and interests into the lessons in order to make the process more effective.

 

 

Background literature and rationale for use of instructional strategies:

 

          Skills related to language development play a significant role in reading abilities and literacy. (DesJardin & Ambrose,  2010) Children learn their language skills by being around proficient users of the language and observing them converse effectively. Deaf and hard-of hearing students have shown delays in language development due to insufficient exposure to daily interactions and incidental experiences with the different components of language.  (Thagard, Hilsmier, & Easterbrooks,  2011) An understanding of vocabulary is essential for reading, writing, learning and communicating. (Coppens, Tellings, Veld, Schreuder, & Verhoeven,  2012) Ben’s lack of vocabulary exposure greatly impacts his understanding of other topics, and therefore by working on this learning need, he will improve in his other subjects.

 

          Vocabulary is the knowledge of word meanings that we use to comprehend what is said, interact with others, interpret what we read, and express how we feel. Vocabulary is an important factor to look at when working with students who struggle with reading, comprehension, and language.  (Coppens, et al,  2012) Most vocabulary knowledge is gained indirectly through daily interactions. Research has shown that the vocabulary knowledge of students who are deaf or hard of hearing is significantly lower than that of their hearing peers. Students who are deaf or hard of hearing have a delay in their acquisition of vocabulary knowledge and acquire new words at slower rates. (Luckner & Cooke,  2010) Two methods that have been proven to be effective when building vocabulary in students who are deaf and hard-of hearing include; using a computerized program to teach vocabulary words, and using aural/ oral habilitation to enhance language skills. (Luckner & Cooke,  2010) Lessons will involve different types of text and media, all which are of interest to the student. I hope to incorporate games and computer based activities to engage Ben throughout the process.

         

          Research suggests that students who are working to increase their vocabulary should be taught high- frequency words, also known as sight words. Activities such as word banks, word walls, and word lists can be used to teach high-frequency words. These procedures aim to make sure students are able to instantly recognize these sight words, therefore making reading less difficult. Once they can read the high-frequency words in isolation, they can move on to reading the words within a text. (Luckner & Cooke,  2010) When working with Ben I plan on increasing his vocabulary by first assessing his knowledge of high-frequency words. I will look at how well he understands: the meaning of the word, the pronunciation of the word, and the ASL sign for the word. From here I will create flashcards with words in which he struggles for him to become more familiar with. The flashcards will have the sight word on one side, and then a sentence using that word along with a picture of the sign on the other side. Incorporating images into sight words flash cards has proven to be more effective in teaching new vocabulary words, than using flashcards without images. (Meadan, Stoner, & Parette,  2008)

 

          Throughout working with Ben I hope to increase his vocabulary and ability to communicate. Vocabulary words will be taught to Ben along with the meaning, and corresponding sign. Each lesson will focus on reading different words and increasing his knowledge of vocabulary. We will start off with sight words standing alone, then gradually move on to sight words within sentences, and then eventually sight-words within small paragraphs. This process aims to increase Ben’s vocabulary, and in turn will improve him comprehension and language skills.


 

Literature Resources:


Coppens, K. M., Tellings, A., van der Veld, W., Schreuder, R., & Verhoeven, L.

          (2012). Vocabulary development in children with hearing loss: the role of           child, family, and educational variables. Research In Developmental                     Disabilities: A  Multidisciplinary Journal, 33(1), 119-128.

 

DesJardin, J. L., & Ambrose, S. E. (2010). The importance of the home literacy                environment for developing literacy skills in young children who are deaf or           hard of hearing. Young Exceptional Children, 13(5), 28-44.

 

Luckner, J. L., & Cooke, C. (2010). A summary of the vocabulary research with              students who are deaf or hard of hearing. American Annals Of The Deaf,                     155(1), 38-67.

 

Meadan, H., Stoner, J. B., & Parette, H. P. (2008). Sight word recognition among            young  children at-risk: picture-supported vs. word-only. Assistive 

          Technology Outcomes And Benefits, 5(1), 45-58.

 

Thagard, E., Hilsmier, A., & Easterbrooks, S. R. (2011). Pragmatic language in           deaf and hard of hearing students: correlation with success in general                     education. American Annals Of The Deaf, 155(5), 526-534.

 

DRAFT: This module has unpublished changes.