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Reading Me Back into School: Success...

Offreda, Liza Eleonora.

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Reading Me Back into School: Successful Deaf and Hard of Hearing Readers in the Mainstreamed Setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reading Me Back into School: Successful Deaf and Hard of Hearing Readers in the Mainstreamed Setting./
Author:	Offreda, Liza Eleonora.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	155 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
Contained By:	Dissertations Abstracts International79-11A.
Subject:	Disability studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10787088
ISBN:	9780355950571

Reading Me Back into School: Successful Deaf and Hard of Hearing Readers in the Mainstreamed Setting.
Offreda, Liza Eleonora.

Reading Me Back into School: Successful Deaf and Hard of Hearing Readers in the Mainstreamed Setting. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 155 p.

Source: Dissertations Abstracts International, Volume: 79-11, Section: A.

Thesis (Ed.D.)--Northeastern University, 2018.

This item must not be sold to any third party vendors.

The purpose of this narrative inquiry was to explore the experiences of adult deaf and hard of hearing people as they learned how to successfully read in a mainstreamed setting. The qualitative approach allows for deeper insight into the perspectives of the learner, as these adults reflected on their childhood experiences of literacy development and shared their personal, yet strikingly similar, stories of triumph. Linguistic and cultural narratives are presented, with a focus on the language use of the deaf community versus the hearing community, and on how much support subjects received in terms of access to language, especially in a hearing environment. The theoretical framework is shaped by sociocultural theory and focuses on the importance of social interaction, society's influence on each individuals' development, cultural beliefs and attitudes that influence learning, and the environment of the learning process. Unpacking complex issues through narrative inquiry provides a lens into issues that deaf and hard of hearing students face as learners. The investigations in this study tap into those complex issues of history, culture, and language of the deaf community, and may be used as a source of inspiration and guidance for future policy discussions.

ISBN: 9780355950571Subjects--Topical Terms:

543687
Disability studies.

Reading Me Back into School: Successful Deaf and Hard of Hearing Readers in the Mainstreamed Setting.
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500 $a Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this narrative inquiry was to explore the experiences of adult deaf and hard of hearing people as they learned how to successfully read in a mainstreamed setting. The qualitative approach allows for deeper insight into the perspectives of the learner, as these adults reflected on their childhood experiences of literacy development and shared their personal, yet strikingly similar, stories of triumph. Linguistic and cultural narratives are presented, with a focus on the language use of the deaf community versus the hearing community, and on how much support subjects received in terms of access to language, especially in a hearing environment. The theoretical framework is shaped by sociocultural theory and focuses on the importance of social interaction, society's influence on each individuals' development, cultural beliefs and attitudes that influence learning, and the environment of the learning process. Unpacking complex issues through narrative inquiry provides a lens into issues that deaf and hard of hearing students face as learners. The investigations in this study tap into those complex issues of history, culture, and language of the deaf community, and may be used as a source of inspiration and guidance for future policy discussions.
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