Psycholinguistic technology of english reading forming in deaf children on the basis of bimodal-bilingual approach

- Замша, А.В. (orcid.org/0000-0002-8843-035X) and Федоренко, О.Ф. (orcid.org/0000-0002-4875-9505) (2020) Psycholinguistic technology of english reading forming in deaf children on the basis of bimodal-bilingual approach Актуальнi питання гуманiтарних наук, 3 (34). pp. 178-185. ISSN 2308-4855

Text Замша, Федоренко.pdf - Published Version Download (449kB)

Abstract

This article concerns the scientific justification of the psycholinguistic technology for English reading forming in deaf children. As a result of the research, it revealed that most studies the problem of English teaching are devoted to the formation of English listening, speaking, and writing, next to which the question of the English reading development remains the least studied. The English reading formation in hearing children is based on the preliminary development of their speech and listening. In this context, a separate study requires the problem of teaching English as a foreign language to deaf children. Total hearing loss, a significant lag in the acquisition of Ukrainian reading skills, the bimodal-bilingual environment of deaf children development leads to the number of problems of their English reading skills formation. The results of the theoretical analysis of the problem gave reason to classifier the methodological approaches to the reading formation in deaf children: phonemic, signing, fingerspelling, cued speech. In the course of the analysis, are highlighted the key points of the English reading formation as a mental activity of deaf children: relying on the preserved functional capabilities – visual perception; importance the consciousness English learning; use of a manual not an oral system of articulation; systematic differentiation of lexical and grammatical categories of English, Ukrainian sign, and spoken languages in the consciousness of the deaf children. The results of the theoretical analysis served as the basis for determining the key structural components of the deaf children’s English reading activity and its functional foundations. Given the specifics of the formation of each of these components separately and as a whole, was proposed the psycholinguistic technology for the English reading formation in deaf children. This technology is extrapolated exclusively on deaf teens, taking into account their age-related characteristics and preliminary development of Ukrainian reading skills in primary school, relying on a phonemic approach. The study reveals that the design of reading development technologies should be based on reliance on the functionally preserved cognitive capabilities of deaf children. When teaching English reading to deaf children, it is necessary to take into account their language bimodal-bilingual environment and the necessity of their training to differentiate the contact languages in order to avoid the phenomenon of interference. The English reading forming of deaf children should be based on the preference of developing their consciousness and understanding the English lexis and grammar than on the technical skills of reading activity.

Item Type:	Article
Keywords:	English reading, bimodal-bilingual environment, deaf children, fingerspelling, sign language, cued speech
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.3 Виховання та освіта осіб із вадами зору, слуху, мови та нервовими захворюваннями.
Divisions:	Mykola Yarmachenko Institute of special education and psychology of National academy of educational sciences of Ukraine > Department of Ukrainian Sign Language
Depositing User:	SignLangLab ISP
Date Deposited:	11 Aug 2021 23:26
Last Modified:	11 Aug 2021 23:26
URI:	https://lib.iitta.gov.ua/id/eprint/726168

Downloads

Actions (login required)

View Item