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Teachers' experiences with use of in...

Isoke, Rukiya V.

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Teachers' experiences with use of instructional video to bridge fingerspelling and English print.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' experiences with use of instructional video to bridge fingerspelling and English print./
Author:	Isoke, Rukiya V.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	131 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10257916
ISBN:	9781369643589

Teachers' experiences with use of instructional video to bridge fingerspelling and English print.
Isoke, Rukiya V.

Teachers' experiences with use of instructional video to bridge fingerspelling and English print. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 131 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2017.

Young deaf learners often have difficulty mastering the important skill of decoding print and developing phonological awareness necessary to become successful readers. The research question for the study was: How do K-2 deaf learners demonstrate literacy development when teachers of the deaf use instructional video with visual portrayals of fingerspelling as a decoding tool to bridge English Print? Data were collected with semi-structured interviews with five Teachers of the Deaf instructing K-2 deaf students. The participants were purposefully selected because of their specialized knowledge about the topic of using videos depicting fingerspelling in the instruction of K-2 deaf students. The data was analyzed by thematic analysis with constant comparisons. The analysis of the data identified five themes of use of instructional videos as a learning tool, instructional design process, instructional strategy, barriers to use of instructional videos, and the response of students. The Teachers of the Deaf used instructional videos containing fingerspelling for decoding print English as one component of instruction for developing literacy among K-2 deaf students. The approach the teachers used to integrate the videos into instructional planning and strategy, however, was varied. Some teachers emphasized the use of videos as a major instructional tool while other teachers used videos only as an adjunct for classroom teaching. Continuous assessment of the students' progress towards achieving the educational objective influenced the way the teachers used the videos for developing and reinforcing print decoding skills. The teachers also perceived the videos containing only demonstration of fingerspelling technique were less engaging for students than videos containing fingerspelling as part of a story.

ISBN: 9781369643589Subjects--Topical Terms:

3172279
Instructional design.

Teachers' experiences with use of instructional video to bridge fingerspelling and English print.
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500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: James McDermott.
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520 $a Young deaf learners often have difficulty mastering the important skill of decoding print and developing phonological awareness necessary to become successful readers. The research question for the study was: How do K-2 deaf learners demonstrate literacy development when teachers of the deaf use instructional video with visual portrayals of fingerspelling as a decoding tool to bridge English Print? Data were collected with semi-structured interviews with five Teachers of the Deaf instructing K-2 deaf students. The participants were purposefully selected because of their specialized knowledge about the topic of using videos depicting fingerspelling in the instruction of K-2 deaf students. The data was analyzed by thematic analysis with constant comparisons. The analysis of the data identified five themes of use of instructional videos as a learning tool, instructional design process, instructional strategy, barriers to use of instructional videos, and the response of students. The Teachers of the Deaf used instructional videos containing fingerspelling for decoding print English as one component of instruction for developing literacy among K-2 deaf students. The approach the teachers used to integrate the videos into instructional planning and strategy, however, was varied. Some teachers emphasized the use of videos as a major instructional tool while other teachers used videos only as an adjunct for classroom teaching. Continuous assessment of the students' progress towards achieving the educational objective influenced the way the teachers used the videos for developing and reinforcing print decoding skills. The teachers also perceived the videos containing only demonstration of fingerspelling technique were less engaging for students than videos containing fingerspelling as part of a story.
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