AN UNDERSTANDING OF THE LITERACY LEVELS OF STUDENTS

dc.creator	YE WANG
dc.creator	CHONGMIN LEE
dc.creator	PETER V. PAUL
dc.date	2010-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:04Z
dc.date.available	2015-07-20T22:17:04Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/c421ede971f24012bc79fcea879d595e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18845
dc.description	This paper presents a synthesis of the research findings of the literacy levels and difficulties of deaf/hardof hearing children and adolescents in the United States, China, and South Korea. After discussing generalachievement levels, we provide a brief introduction to the nature of the three writing systems (English,Chinese, and Korean) to establish an explanatory framework that accounts for the status of the currentliteracy levels. We assert that the three writing systems are designed, at the least, to fit the phonologicalstructures of the languages for which they represent. We also argue that there is a reciprocal, facilitativerelationship between lower-level (e.g., decoding) and higher-level (e.g., comprehension, composing)skills. To establish this reciprocity, children need to develop competence in phonology, specifically,and in other general language components (e.g., morphology, syntax, semantics, and pragmatics) ofthe language of print. Many children may also need to learn how to comprehend or compose (e.g., develophigher level metacognitive, inferencing skills).
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=332
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 10, Iss 1, Pp 87-98 (2010)
dc.subject	alphabetic code
dc.subject	deaf
dc.subject	hard of hearing
dc.subject	literacy
dc.subject	lower-level skills
dc.subject	higher-level skills
dc.subject	orthography
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	AN UNDERSTANDING OF THE LITERACY LEVELS OF STUDENTS
dc.type	article