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Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006 Michael Young Research Prize ESRC Research Methods Festival St Catherine’s College, Oxford Thursday 3 rd July 2008
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Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Dec 14, 2015

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Page 1: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Researching Deaf Children’s Literacy

Prof Terezinha NunesDeborah Evans

Danny Bell

Addy Gardner

Dr Diana BurmanUniversity of OxfordWinner of the 2006 Michael Young Research Prize

ESRC Research Methods FestivalSt Catherine’s College, Oxford

Thursday 3rd July 2008

Page 2: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Deafness

One in 1,000 babies born in the UK each year is deaf

Only 2% of deaf school leavers are able to read at their appropriate age level

98% leave school functionally illiterate

WHY?

Page 3: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Literacy Learning

Writing is the written form of the spoken word

Congenitally deaf children have never accurately heard words spoken

Therefore they are unable to think in words in their head

Therefore deaf children find reading and writing very challenging

Page 4: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.
Page 5: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

National Curriculum No writing assessments existWriting Assessment for measuring deaf BSL usersLevel 1. early attempts at English

literacy. Pupils’ writing

communicates meaning through simple words and phrases.

In their reading of their writing, pupils begin to show awareness of how full stops are used.

Letters are usually clearly shaped and correctly orientated.

Page 6: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

The Problem

Criteria used to measure writing progress in hearing children are inadequate for many deaf children.

Assessments for writing samples of hearing children start at a level in advance of writing samples of many deaf children

Page 7: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Aims To develop a teaching programme for deaf

primary school children to improve their literacy

To devise literacy assessments

1. To monitor their progress in literacy

2. To provide a framework for teachers

Page 8: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Grammatical and morphological differences between BSL and English

There is not always a one to one correspondence between a word and a sign (e.g. ‘up until now’).

Sentence structures vary (e.g. boy play where?). BSL expresses interrogative and negative through

non-manual features. BSL does not use tenses to denote time. Plurality in BSL is denoted by quantity; the noun

remains the same. BSL does not contain many function or content words

– to/at; is/was; nor the definite or indefinite article – the/a.

Page 9: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Fingerspelling

Fingerspelling is where each alphabetic letter is represented by a hand and finger configuration

It has been developed by hearing educators in an attempt to bridge sign-language with written language

It has to be taught to deaf children as a pre-curser to literacy

Page 10: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

is important for literacy learning, but so are

Morphemes these are units of meaning rather than units of

sound Some spellings appear irregular from their letter

sounds, but are regular in their units of meaning

magician = magic + ian

Phonological awareness

Page 11: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Morphemes in English Morphemes have a fixed spelling Morphemes are related to grammar

‘er’ is used to make person words from verbs (read-reader) ‘ian’ is used to make person words from nouns (magic-

magician)

Analyzing words into morphemes helps children break long words into smaller units, accessible to visual coding - unbreakable = unbreakable

Visual coding is used more by deaf than hearing children to remember spellings of words

Page 12: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Question 1

Are deaf children using morphemes?

Page 13: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Spelling assessment: Pretest example

Page 14: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Hypothesis

If taught, deaf children could learn to use morphemes to spell English words,

to decode English words in reading, and

to help them plan writing because of the important connections between morphemes and English grammar.

Page 15: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

The Teaching Programme targeted morphemes from 11 English classifications:

1. Plurals ‘s’ ‘windows’ 2 .Regular past tense ‘-ed’ ‘jumped’ 3. 3rd person singular ‘Now Sophie walks’ 4. Person words ‘-er’ ‘teacher’ 5. Person words ‘-ist’ ‘artist’

Page 16: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Targeted morphemes (contd.)

6. Person words ‘-ian’ ‘magician’

7. Suffixes ‘-ful’ ‘painful’

8. ‘-less’ ‘painless’

9. ‘-ment’ ‘government’

10. ‘-ion’ ‘competition’

11. ‘-ness’ ‘tiredness’

Page 17: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

1. Singular and Plural

BSL = 1 dog; 4 dog

English = 1 dog; 4 dogs

Page 18: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

?6 buns1 bun

Page 19: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

?1 flower 3 flowers

Page 20: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

mats

tie

spoons

spoon

Page 21: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Tense to denote time -2. Regular past tense3. Third person singular

English =I walk now I walked yesterday

BSL = I walk now I walk yesterday

Page 22: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Last week she danced.

Page 23: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Now she d……….. .dances.

Page 24: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Now granny cooks.

Page 25: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Last night granny c……….. .cooked.

Page 26: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Third Person Singular and Regular Past Tense Bingo Game

Page 27: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Regular past tense: Story Book

Page 28: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.
Page 29: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Irregular Verbs

Page 30: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Reported speech

Page 31: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Name the person who……

4. ‘-er’5. ‘-ist’6. ‘-ian’

Page 32: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

A person who reads is A person who reads is aa

er ist ian

readreaderer

Page 33: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

artart istister ist ian

A person who A person who makes art is anmakes art is an

Page 34: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

magicmagicianian

er ist ian

A person who makes magic A person who makes magic is ais a

Page 35: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

artist O

florist Xmagician O

teacher Xelectrician O

Page 36: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

artist O florist X

magician Oteacher X

electrician O

Page 37: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Grace ..……. school.likes

Page 38: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

On Tuesday Grace …………. in her science book. She likes science and she’s a good ……………….

writes

scientist/writer.

Page 39: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

This is Sir Isaac Newton. He was a scientist and a mathematician.

Page 40: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

He liked science…..

Page 41: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

…..and he liked mathematics.

Page 42: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Suffixes that change word meanings in predictable ways:

7. ‘-ful’8. ‘-less’

Page 43: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

He had a cut. He was in pain. The cut was pain___.painful.

Page 44: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Then the cut got better. He had no pain. The cut was pain____.painless.

Page 45: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

She ran fast; She arrived breathless.

The puppy was playful.

© Diana Burman & Addy Gardner

The magician was wonderful.

The cut was painful.

Broken glass can be harmful.

Tom made lots of mistakes; he was careless.

Page 46: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Suffixes 9. ‘-ment’10. ‘-ion’11. ‘-ness’

Page 47: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

We must look after our environment

We vote for people to govern

We measure rooms

The grey paving stones

The teacher said, “Punctuate this sentence”

The cat ate to his satisfaction

with the correct punctuation.

to find out the exact measurement.

he went to sleep satisfied.

those people form our government.

made a grey pavement.

by reducing pollution.

Page 48: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Assessments

Spelling Reading Writing

Page 49: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

1. These are w……….......

Page 50: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

3. Yesterday this man j………… over the babies.

Page 51: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Post-test results of Spelling with Suffixes controlling for age, IQ and pre-test scores (n=132)

Page 52: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Evidence of increased use of morphemes in spelling

0

2

4

6

8

10

12

14

16

Comparison Group Intervention Group

Score in spelling suffixes

Pre-test

Post-test

Effect size: 0.49

Page 53: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.
Page 54: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Post-test Sample (Score 14; Max 14)

Page 55: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Post-test results of Reading Comprehension controlling for age, IQ and pre-test scores

Page 56: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Writing AssessmentInitially 35 children were invited to write about the same 4-picture sequence story at pre-test and post-test.

Page 57: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Scoring

Six experienced teachers of the deaf ranked the deaf children’s writing productions into 5 bands.

These represented knowledge of written English - Band ‘E’ (the weakest) to Band ‘A’ (the strongest).

Page 58: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Band ‘E’ examples(8 boys; 2 girls)

Page 59: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Band E (Children may not understand that writing is a form of

communication based on an oral/aural communication system)

Demonstrate an ability to: Place words the correct way up in order to copy-write Write some alphabetic letters in sequence to resemble

words Memorise some fingerspelling configurations and their

corresponding written letter Produced letter sequences for isolated words, which

may/may not be relevant

Page 60: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Band ‘D’ examples (4 boys; 3 girls)

Page 61: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Band ‘C’ examples(5 boys; 1 girl)

Page 62: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Band D & Band C

Appear to understand that writing is a communication system

Produce some letter sequences to form relevant words, with some obscure spellings

Write words in BSL order, with emerging English syntax

Band C Place words in a more coherent order with

greater awareness of English syntax

Page 63: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Band ‘B’ examples (3 boys; 2 girls)

Page 64: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Band ‘A’ examples(1 boy; 3 girls)

Page 65: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Band B and Band ABand B Transcribe BSL into English Follow through characterisation with an action

(e.g. ‘he pack a clohes for to go to hoilday’ / ‘he finish he carried bag’)

Band A Produce sufficient English syntax for coherent

communication

Page 66: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.
Page 67: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

The correlations between the six teachers scores were high and significant (between r = 0.57 and r = 0.94, p<0.001; n = 32).

These Bands of writing profiles therefore provide a reliable instrument that can be used by teachers of the deaf for both assessment and progression in teaching.

Reliability

Page 68: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

A further study involved supported by The Nuffield Foundation involved:

257 deaf children Spread across the UK

Page 69: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Dissemination

Michael Young Prize 2006 BBC Woman’s Hour1. Raised awareness of the link between deaf

ness and literacy

2. Many private individuals and professionals in the UK contacted me seeking further details of the research

Page 70: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Dissemination

Michael Young Prize 2006 National Conferences1. Teachers of the Deaf

2. Parents of deaf children

3. Professionals

Page 71: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Dissemination

Michael Young Prize 2006 National Conferences

Edinburgh Troon

Page 72: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

National Conferences (contd.)

Manchester Coventry

Page 73: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

National Conferences (contd.)

Nottingham Reading

Page 74: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

National Conferences (contd.)

Oxford London

Page 75: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Dissemination

Michael Young Prize 2006

International Conferences

Page 76: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

International Conferences

Pittsburgh, USA.American and Canadian Teachers of the Deaf

Annual Conference

Page 77: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

International Conferences

Hobart, Tasmania.Annual Conference for Teachers of the Deaf

from Australia and New Zealand

Page 78: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Family–School Partnership

to promote

Deaf Children’s Literacy

Supported by

National Deaf Children’s Society

Page 79: Researching Deaf Children’s Literacy Prof Terezinha Nunes Deborah Evans Danny Bell Addy Gardner Dr Diana Burman University of Oxford Winner of the 2006.

Teaching materials and assessments are

available at

www.education.ox.ac.uk/research/cl/index.php


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