PUBLICATIONS & PRESENTATIONS
1998-1999
International
Reading Late To Understand. Pah! I [Got It]! First International Conference on Deafness, November 17-22, 1998, Bermuda.
National
Promoting Excellence in Teaching Reading: Utilizing a Research-As-Service Model Through University/School Partnerships. Poster presentation with Dr. Vaughn, National Conference of the American Association of College Educators (AACTE), February, 1999, Washington, D.C.
ReadingPah! Translating Bi-Bi Theories to Specific Techniques for Reading Success. Convention of American Instructors of the Deaf 1999 Biennial Meeting, July 14-18, 1999, Los Angeles, California.
Reading - Pah! I [Got It]! American Annals of the Deaf, October issue, 1999
Regional
More Than You Thought You Wanted To Know About The Brain, But Didn't Know To Ask and Learning Links to Reading and Language. 2nd Biennial Literacy, Learning, and Language Conference for the Deaf and Hard of Hearing, July 25-27, 1999, San Antonio, Texas.
More Than You Thought You Wanted To Know About The Brain, But Didn't Know To Ask and Learning Links to Reading and Language. Arkansas School for the Deaf, August 18-19, 1999, Little Rock, Arkansas.
Tools & Techniques for Communication & Reading Success in Mainstream Programs. Educational Services for the Hearing Impaired, September 23, 1999, Little Rock, Arkansas.
State
A COLLABORATIVE REMEDIAL READING PROGRAM: A University/School Partnership that Delivers Measurable and Rapid Reading Improvement. Mississippi Association of School Administrators Annual Convention, October 11-13, 1998, Jackson, Mississippi.
Current Research on the Brain and How We Learn; Implications for the School Setting. Millsaps College Principals' Institute, November 5-6, Millsaps College, Jackson.
A Reading/Language Program Enabling Reading Success for All Deaf Students. Seminar, Madison Public Schools, January, 1999.
Field Research in Reading: Strategies & Results. Casey Elementary School Staff Development, February, 1999.
Brain Research Implications for the Classroom, Part 1. Dyslexia and Related Disorders, Meridian Public Schools, February 26, 1999, Meridian, Mississippi.
A New Way of Thinking About Reading! Strategies to Ensure Success
for All Children.
Annual Deaf-Blind Conference, March 26, 1999, Jackson, Mississippi.
A Developmental, Assessment Continuum Integrating Departmental Student Evaluations with the Millsaps College Core. Departmental Proposal, Accepted as part of the Hearin Grant, March, 1999.
Brain Research Part 2 and Reading Program. Presented with Dr. McCarty, Dyslexia and Related Disorders, Meridian Public Schools, April 9, 1999, Meridian, Mississippi
Brain Research and Implications for the Classroom, St. Andrew's Middle School Teacher Inservice, May, 1999, Jackson.
Successful Reading Strategies for Deaf Students Summer Workshop, July 21-22, 1999, Millsaps College, Jackson.
More Than You Thought You Wanted To Know About The Brain, But Didn't Know To Ask. Eisenhower Science Summer Institute, Millsaps College, July 23 and July 29, 1999, Jackson.
.Demonstration of Reading Model And Implementation of Pre-testing, for Meridian Public School Teachers, May 11 and August 3, 1999, Meridian, Mississippi.
The Brain, Rats, and Reading - The Good News from Current Neurological Research for Life-long Learning. Millsaps Family Weekend, October 2, 1999, Jackson, Mississippi.
Making Sense of Brain Research; Implications for the Classroon.
Jackson Preparatory School Teacher Inservice, October 15, 1999
On-Going Research Projects:
Mississippi School for the Deaf
Arkansas School for the Deaf
St. Mary's School for the Deaf, Buffalo, New York
Mississippi School for the Blind
Meridian Dyslexia Program
Materials and methods presently in use in California, Texas, Georgia, Alabama, Louisiana, Florida, Arizona, and Mississippi.
Summary of Deaf Research (Read only if you find you have an interest in knowing more!)
My research on the reading/language development of deaf children continues to expand. I collaborate with Ms. Sandra Edwards who is a reading specialist and Adjunct Professor within our department. In order to conduct my research and implement our reading program, I started a company, Fairview Learning Corporation. Through the company I produce materials and support which allow my research to continue and expand while meeting the needs of participants. Teachers of the Deaf (and most other exceptionalities) spend much of their time adapting curriculum made for regular children to meet the needs of Deaf children. Our materials are designed specifically for this population and teachers like that! In fact, the program is unique, for it may be the first program to allow the teaching and assessment of reading/language in a truly bilingual, bicultural format. (In Deaf Education this is referred to as BiBi Education.)
Accountability is critical in any field, but especially in education. My research and programs offer continuous monitoring of student progress. Administrators, legislators, parents, teachers, and even students find this extremely helpful and rewarding.
Two of our more innovative methods are The Bridge Lists and the Adapted Dolch Word Lists. The Bridge Lists include English phrases requiring American Sign Language (ASL) translation for understanding. For example, down the street requires multiple sign concepts, depending upon the context. "A ball hit down the street," is signed differently from, "A man walked down the street." If down the street is signed the same way in both sentences, meaning is lost. Bridging also allows the conceptual signing of phrases, rather than the word for word signing required by most sign codes. For example, if one signs, Put out the fire word by word, one is literally signing, Pick up the fire and put it outside. Bridging provides the visual translation of the phrase's true meaning, Extinguish the fire. The Bridge Lists are divided by grade levels to make learning easier. An awareness of the need to consistently use ASL signing concepts while reading written English enables teachers and learners to improve their communication and reading skills. Bridging provides deaf children visual access to English along with the accompanying improvement in reading skills.
The Dolch Words are commonly used words found in the majority of basal readers. Deaf children and hearing children do not learn the Dolch words the same way. For example, can is a Dolch word which has multiple meanings - "Can I go with you?" or "May I have a can of coke?" or "Put the garbage can over there." Most hearing children will acquire the various meanings effortlessly through their sense of hearing. Deaf children, on the other hand, must see the different meanings in context in order to acquire them. Only when the student and teacher sign the word in ASL can the word's true meaning be communicated. We have developed The Adapted Dolch Word Lists from pre-primer through third grade to demonstrate commonly used meanings with their appropriate ASL signs. The Adapted Dolch Word Lists allows children to read and sign more accurately as they begin the arduous task of simultaneously reading English while thinking in signs. In addition, it provides teachers and students of ASL a consistent method to begin learning the language.
My research focuses on development within the following components:
1. The Bridge Lists
2. The Adapted Dolch Word Lists
3. Phonetic Awareness
4. Reading Comprehension
5. American Sign Language Development/Language Experience
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