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Literacy Development at Camp: Leveraging Language Models
Author(s) -
Dostal Hannah M.,
Scott Jessica A.,
Weir Joan,
Kang Ki Y.,
Amadi-Ihebuzor Chidinma,
Bernard Teri-Ann
Publication year - 2021
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1972
Subject(s) - formative assessment , literacy , psychology , emergent literacy , mathematics education , professional development , pedagogy , literacy education , developmental psychology
There is little research on effective educational experiences for deaf and hard‐of‐hearing (d/hh) children in Jamaica. Using a formative and design experiment framework, in this project we explored the potential efficacy of an intensive literacy camp that provided professional development for d/hh adults working in classrooms with d/hh children, and provided literacy instruction for elementary‐age campers. We found that the children improved in all tested areas, and observations of d/hh adults provided evidence that with minimal training they were able to implement important facets of literacy instruction with the campers. Further research on these types of experiences and their potential for lasting impact after the camp is necessary.