TY - JOUR
T1 - Visual learning strategies to promote literacy skills in prelingually deaf readers
AU - Herrera-Fernández, Valeria
AU - Puente-Ferreras, Aníbal
AU - Alvarado-Izquierdo, Jesús M.
N1 - Funding Information:
This work was supported by the Fondo Nacional de Desarrollo Cient?fico y Tecnol?gico de Chile [No 11075018], the Universidad Complutense de Madrid & Direcci?n General de Universidades e Investigaci?n de la Comunidad de Madrid [ref. CCG10UCM/HUM-5158] and Programa de Visitantes Distinguidos e Investigadores Extranjeros en la Universidad Complutense de Madrid (Grupo Santander 2011, code AY19/11). Our sincere thanks to the staff of teachers and children of the deaf school No. 1139 "Dr. Jorge Otte Gabler" in Santiago de Chile.
Funding Information:
Dirigir correspondencia a: Valeria Herrera Fernández, Dirección de Postgrados, Universidad Metropolitana de Ciencias de la Educación, Av. José Pedro Alessandri 774. Ñuñoa. Santiago, Chile. Correo electrónico: [email protected] This work was supported by the Fondo Nacional de Desarrollo Científico y Tecnológico de Chile [Nº 11075018], the Universidad Complutense de Madrid & Dirección General de Universidades e Investigación de la Comunidad de Madrid [ref. CCG10UCM/HUM-5158] and Programa de Visitantes Distinguidos e Investigadores Extranjeros en la Universidad Complutense de Madrid (Grupo Santander 2011, code AY19/11). Our sincere thanks to the staff of teachers and children of the deaf school No. 1139 “Dr. Jorge Otte Gabler” in Santiago de Chile.
Publisher Copyright:
© Editorial El manual moderno Fotocopiar sin autorización es un delito.
PY - 2014/1/1
Y1 - 2014/1/1
N2 - Aim of this study is to determine the efficacy of visual strategies for learning and improving literacy skills in prelingually deaf readers. Intervention, based on the premise that deaf learners are visual learners and thus require visual pedagogical practices, was conducted on literacy skills of a sample of 24 prelingually deaf readers with profound hearing loss (M 9.88, SD = .86). Results suggest participants improved their performance in letter identification, lexical recognition, syntactical skills and semantic skills. The intervention program based on practices focused on deaf accelerates development of literacy skills. Study provides evidence of the need of cultural beliefs and experience of being a deaf person in order to propose effective pedagogical practices, thus reinforcing research in Deaf Epistemology.
AB - Aim of this study is to determine the efficacy of visual strategies for learning and improving literacy skills in prelingually deaf readers. Intervention, based on the premise that deaf learners are visual learners and thus require visual pedagogical practices, was conducted on literacy skills of a sample of 24 prelingually deaf readers with profound hearing loss (M 9.88, SD = .86). Results suggest participants improved their performance in letter identification, lexical recognition, syntactical skills and semantic skills. The intervention program based on practices focused on deaf accelerates development of literacy skills. Study provides evidence of the need of cultural beliefs and experience of being a deaf person in order to propose effective pedagogical practices, thus reinforcing research in Deaf Epistemology.
KW - Children
KW - Comprehension
KW - Elementary
KW - Language
KW - Reading
UR - http://www.scopus.com/inward/record.url?scp=84998832294&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84998832294
SN - 0185-6073
VL - 31
SP - 1
EP - 10
JO - Revista Mexicana de Psicologia
JF - Revista Mexicana de Psicologia
IS - 1
ER -