This document summarizes a study on the use of translation during guided reading instruction with deaf students. The study examined how first grade deaf students at a school for the deaf translated between American Sign Language (ASL) and written English at different linguistic levels, from individual words to full sentences, while participating in guided reading sessions. Teachers guided students through leveled texts and students were videotaped signing their translations. Researchers analyzed the videos and identified 5 levels of translation used by students, from fingerspelling words to using multiple signs for multiple words. Overall students used translation infrequently but increased use of higher level translations with more difficult texts. The study provides insights into how translation supports reading development for deaf students.
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Scott kuntzeira may12012translatingasatechniqueduringguidedreading
1. Translating as a technique during
guided reading: The balancing act
JESSICA SCOTT, Ed.M.,
Ed.D. Candidate
HARVARD UNIVERSITY
MARLON KUNTZE, Ph.D.
GALLAUDET UNIVERSITY
INTERNATIONAL READING ASSOCIATION
MAY 1, 2012
2. Agenda
Background
Theoretical framework
Participants and data collection
Methods
Findings
Discussion and future directions
3. Rationale
Deaf children, on average, graduate from high school
with a fourth grade reading level (Strong & Prinz, 1997; Trezek
& Wang, 2006; Wauters, Van Bon, Tellings & Van Leeuwe, 2006)
Schools for the deaf seek new methods of teaching
reading to their students
But there has been limited research on the use of guided
reading and translation between ASL and English as an
instructional strategy
We focused on a bilingual school where students are
being taught in American Sign Language (ASL) and
acquiring English as a second language
4. Why Guided Reading?
Guided reading is an instructional strategy designed
to create independent readers (Guastello & Lenz, 2005)
Guided reading is a small group of children with
similar needs reading a text that they would not be
able to read without the support of the teacher
(Scharer, Pinnell, Lyons & Fountas, 2005; Mooney, 1995)
Reaching deaf children in their zone of proximal
development (Vygotsky, 1978) may allow for more targeted
reading instruction
5. Guided Reading and ELLs
Guided reading has been used successfully with students
learning English as a second language (Chaaya & Ghosn, 2010)
Guided reading instruction has been modified to meet the
particular needs of the English Language Learners (ELLs),
i.e., visual supports and building of background knowledge
(Stinnett, 2009)
Guided reading provides the ELLs who knows little English
with the kind of exposure they need to learn English. (Avalos,
et. al., 2007)
6. Guided reading in deaf education
Some schools for the deaf have started using this
method
Minimal research on how this instructional method
is used or modified with deaf students has been
done. A few studies to date:
Malik, 1996
Schirmer & Schaffer, 2010a and 2010b
Jeffries, 2010
Kuntze & Scott, 2011
7. How does it work in deaf education?
The approach in this program is one-on-one
The student signs to the teacher as they read
However, some important questions arise:
What kind of reading is fostered when the student signs while
reading?
Does it help or will it hurt in the long run?
8. Agenda
Background
Theoretical framework
Participants and data collection
Methods
Findings
Implications and future directions
9. Static Mediation
Access to
printed through
Text
word ASL
10. At issue:
How does signing during reading help deaf children?
Signing while reading is not representative of good ASL
What is the function of signing while reading?
Is it translation?
Is it an unnecessary cognitive burden?
How may it affect the trajectory of reading development?
Does it change as the child develops reading skills?
11. Motivation of the Study
Learning what each word means is an important
component of learning an unfamiliar language.
However…signing word for word fosters lexical level reading at
the expense of comprehension at the sentence level.
12. Long Term Goal of the Study
What is there to know about the act of translation as a
feature of reading instruction that will help yield an
understanding of and a set of criteria for assessing
and indexing reading development among signing
deaf students?
13. Language: Negotiating Meaning
How do we make meaning?
Spoken English Meaning
Written English Meaning
ASL Meaning
Sometimes we need another language to mediate a
less familiar language before meaning can be
obtained
Language B Language A Meaning
Less familiar More familiar
For deaf students who are unfamiliar with English,
they may need to use their ASL knowledge to
mediate meaning making in written English text
14. Hypotheses of the Study:
Current
As a child develops written English vocabulary and
knowledge of English grammar, the ability to use
different levels of translation increases
Future
As the child develops skills to translate at higher
levels, the child ideally relies less on translating as a
mediative device
The more skilled a reader becomes, the more
selective he becomes in using translation as an
intermediary
16. Participants
First grade
14 out of 15 students participated
7 Male
7 Female
3 teachers (ranging from 5 to 25 years of experience)
1 student teacher
At a large state school for the Deaf
17. Data Collection
Data were drawn from Kuntze’s larger longitudinal
study of language and literacy in the deaf education
classroom.
36 guided reading sessions 10 minutes in length,
collected over a 2-day period in 2010 were selected
to create the dataset used in this analysis
19. Annotations and Coding
Videos viewed and annotated by second presenter
Annotations described the actions of the student and the
teacher
Coding focused on how closely students were
following the English text (how much were they
translating into ASL?)
Videos were coded by the second presenter, then
verified by the PI
21. Overall…
In general, we found two major sets of translation
levels
Lexical Level
Individual words fingerspelled, either lexicalized or
non-lexicalized
Individual words either signed word-for-word
regardless of meaning, or translated in the case of
multiple meaning words
Multilexical Level
Phrasal and sentence level translations
22. Levels of Translation
Level 0 = Fingerspelling – non-lexicalized
Level .5= Fingerspelling – lexicalized
Level 1 = One to one match (one sign per word)
Level 2 = Multiple meaning match (one sign per
word)
Level 3 = Multiple signs for one word
Level 4 = One sign for multiple words
Level 5 = Multiple signs for multiple words
23. Lexical Level 0: Fingerspelling (non-lexicalized)
When a student Example: Student
fingerspells a word, fingerspells B-A-G
especially one that has when encountering the
an ASL sign equivalent English word bag.
The student likely
spells slowly, letter-for-
letter, indicating that Example: It, are
this has not been
lexicalized
24. Level .5: Lexicalized fingerspelling
When a student Text: Stay away, and
fingerspells a word that don’t come back.
would be fingerspelled in
Student translation:
everyday conversation
STAY-AWAY AND
Often fingerspelled
CAN’T COME lexfs-
without all letters
BACK
included, because the
fingerspelling form has
been lexicalized
25. Lexical Level 1: One to one match
Student signs one ASL Text: Grandma, why do
sign for every English we call the earth our
word appearing in the mother?
text – signs may not be Student translation:
appropriate for GRANDMA WHY
multiple meaning DO(FS) WE SUMMON
words THE EARTH OUR
MOTHER?
26. Lexical Level 2: Multiple Meaning Match
When a student Text: I love mother
identifies the correct earth too,
ASL sign for an English grandmother, like I
word with multiple love you.
meanings I LOVE MOTHER
EARTH SAME
GRANDMOTHER
SAME I LOVE YOU
27. Multi-Lexical Level 3: Multiple Signs for One
Word
The student identifies The boys walked
multiple appropriate BOY+ WALK FINISH
signs to use as a
translation for a single
English word
28. Multi-Lexical Level 4: One Sign for Multiple
Words
The student identifies Text: Tyrannosaurus
one sign for use as Rex went around and
translation for multiple around triceratops.
words Student translation:
REX GO-OUT
AROUND+++
TRICERATOPS
29. Level 5: Multiple words for multiple signs
The student uses Text: Come in and
multiple signs to splash your feet
express multiple Student Translation:
English words in an COME IN AND
accurate ASL MOVE-FEET-UP-
translation: May DOWN SPLASH
include up to a full
sentence translation
30. Levels
These translations can happen on multiple levels:
Word level (lexical translations)
Phrasal level (multi-lexical translations)
Sentence level (multi-lexical translations)
It is possible that more advanced readers could
operate on even higher levels, such as the multi-
sentence or paragraph level
Future research should look at advanced/older readers in
middle and high school
32. Discussion
Children in this data set are beginning readers and
used translation relatively infrequently
However, some started to use more translation
Use of multi-word seemed to increase with the difficulty
of the reading material
As their knowledge of English words develop, they are
prodded to use higher levels of translation.
Teachers are selective when higher level of translation is
needed to ensure the needed level of comprehension
(e.g., one ASL sign for “look for”)
33. Discussion
Signing while reading provide educators with
valuable information and instructional
opportunities
How accurately the student is reading
Opportunities to provide instant feedback to help enhance
comprehension
However, signing while reading create undesirable
cognitive load that may affect comprehension
Especially considering the differences in grammar/structure
of ASL and English
34. Discussion
Encouraging students to use higher levels of
translation may help students develop metalinguistic
awareness of how ASL and English differ
Words, phrases and sentences that may include English or ASL
idioms, multiple meaning word choices, etc.
The higher level of translation helps the student
develop the capability to understand meaning that is
beyond the lexical level by looking for meaning in
larger chunks of English (phrase and sentence levels)
As well as allows the teacher and student to focus more energy on
comprehension and less on word recognition
35. Directions for Future Research
Future research should:
Determine if these levels of translation satisfactorily
include all aspects of English to ASL translation
Examine the consistency of the extent to which the use of
translation to mediate meaning decreases as student
English language proficiency increases
Determine the usefulness of different translation
strategies as a student progresses in reading
development including translating a paragraph or a
passage after having read the piece.
Examine what the translation process from ASL to
English during the writing process may look like
36. Acknowledgements, thanks, and contact info
This study is made possible by a subaward to Kuntze through the
National Science Foundation (NSF) grant (number SBE-
05419530) to Gallaudet’s Science of Learning Center on Visual
Language and Visual Learning (VL2).
Much gratitude is given to the students, teachers, and parents at
the school where the data were collected for their participation
and collaboration.
For info on VL2, visit:
http://vl2.gallaudet.edu/
For additional information about
our study and references, please email:
kuntze@bu.edu
jes077@mail.harvard.edu
37. References
Chaaya, D., Ghosn, I. (2010). Supporting young second language learners’ reading through guided
reading and strategy instruction in a second grade classroom in Lebanon. Educational Research and
Reviews, 5(6), 329-337.
Guastello, E.F., Lenz, C. (2005). Student accountability: Guided reading kidstations. The Reading
Teacher, 59(2), 144-156.
Luetke-Stahlman, B., Hayes, P.L., Nielsen, D.C. (1996) Essential practices as adults read to meet the
needs of Deaf or hard of hearing students. American Annals of the Deaf, 141(4), 309-320.
Malik, S. (1996). Reading for meaning: A guided reading approach. Volta Review, 98(3), 127-137.
Mooney, M. (1995). Guided reading – The reader in control. Teaching Pre k-8, 25(5), 57-59.
Scharer, P.L., Pinnell, G.S., Lyons, C., Fountas, I. (2005). Becoming an engaged reader. Educational
Leadership, 63(2), 24-29.
Schirmer, B.R., Schaffer, L. (2010a). Guided reading approach: Teaching reading to students who are
Deaf and others who struggle. Teaching Exceptional Children, 42(5), 52-58.
Schirmer, B.R., Schaffer, L. (2010b). Implementation of the guided reading approach with elementary
school deaf students. American Annals of the Deaf, 155(3), 377-385.
Stinnett, M. (2009). The difference a teacher’s approach can make to ELL instruction and modified
guided reading. Illinois Reading Council Journal, 37(4), 72-78.
Trezek, B.J., Wang, Y. (2006). Implications of utilizing a phonics-based reading curriculum
with children who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 11(2),
202-213.
Wauters, L.N, Van Bon, W.H.J, Tellings, A.E.J.M, Van Leeuwe, J.F.J. (2006). In search of
factors in deaf and hard of hearing children’s reading comprehension. American Annals of the Deaf,
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