Article published in:Sign Bilingualism: Language development, interaction, and maintenance in sign language contact situations
Edited by Carolina Plaza-Pust and Esperanza Morales-López
[Studies in Bilingualism 38] 2008
► pp. 137–164
Deaf and hearing children: Reading together in preschool
Barbara Ardito | Institute of Cognitive Sciences and Technologies - Italian National Research Council (CNR)
Maria Cristina Caselli | Institute of Cognitive Sciences and Technologies - Italian National Research Council (CNR)
Angela Vecchietti | Institute of Specialized Instruction for the Deaf, 173rd District – Rome, Italy
Virginia Volterra | Institute of Cognitive Sciences and Technologies - Italian National Research Council (CNR)
The present chapter describes an educational experience carried out within the project “Bilingual education towards deaf and hearing children’s integration”. The conceptual framework of the project refers to a bilingual approach which consists in exposing deaf and hearing kindergarten children to both sign language and spoken language. Deaf teachers used Italian Sign Language while hearing teachers used Italian and Signed Italian. The educational activities, briefly described, aimed to introduce preschoolers to early literacy within the theoretical approach developed by Ferreiro and Teberosky. Twelve children (five hearing and seven deaf) took part in the experience and their levels of conceptualization of written language were evaluated at the beginning and at the end of the school year.
Keywords: bilingualism, early literacy, Italian Sign Language, Signed Italian, written Italian
Published online: 26 September 2008
Cited by 1 other publications
Kovačević, Tamara, Ljubica Isaković & Radomir Arsić
This list is based on CrossRef data as of 22 february 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.