The usual definition of the term “literacy” generally corresponds with mastering the reading and writing of a spoken language. This narrow scope often engenders unsubstantiated claims that print literacy alone leads to, among other so-called higher-order thinking skills, logical and rational thinking and the abstract use of language. Thus, the importance of literacy for deaf children in American Sign Language (ASL) is marginalized, asserts author Kristin Snoddon in her new book American Sign Language and Early Literacy: A Model Parent-Child Program. As a contrast, Snoddon describes conducting an ethnographic, action study of the ASL Parent-Child Mother Goose program, provided by a Deaf service agency in Ontario, Canada to teach ASL literacy to deaf children.
?????? According to current scholarship, literacy is achieved through primary discourse shared with parents and other intimates, which establishes a child's initial sense of identity, culture, and vernacular language. Secondary discourse derives from outside agents and interaction, such as expanding an individual's literacy to other languages. Snoddon writes that the focus of the ASL Parent-Child Mother Goose program is on teaching ASL through rhymes and stories and some facets of the culture of Deaf ASL users. This focus enabled hearing parents to impart first-language acquisition and socialization to their deaf children in a more natural primary discourse as if the parents were Deaf themselves. At the same time, hearing parents experience secondary discourses through their exposure to ASL and Deaf culture.
?????? Snoddon also comments on current infant hearing screening and early intervention and the gaps in these services. She discusses gatekeeper individuals and institutions that restrict access to ASL for young Deaf children and their families. Finally, she reports on public resources for supporting ASL literacy and the implications of her findings regarding the benefits of early ASL literacy programming for Deaf children and their families.
Kristin Snoddon is Fellow in the School of Early Childhood Education, Ryerson University, Toronto, Canada.
外文書商品之書封，為出版社提供之樣本。實際出貨商品，以出版社所提供之現有版本為主。部份書籍，因出版社供應狀況特殊，匯率將依實際狀況做調整。
無庫存之商品，在您完成訂單程序之後，將以空運的方式為你下單調貨。為了縮短等待的時間，建議您將外文書與其他商品分開下單，以獲得最快的取貨速度，平均調貨時間為1~2個月。
為了保護您的權益，「三民網路書店」提供會員七日商品鑑賞期(收到商品為起始日)。
若要辦理退貨，請在商品鑑賞期內寄回，且商品必須是全新狀態與完整包裝(商品、附件、發票、隨貨贈品等)否則恕不接受退貨。
