Development of Language in the Classroom - Research Proposal Example

Education Introduction The art of reading is vital to the deaf especially in grades three. This structure of learning is most importantly essential for students to achieve the amountable success that is aimed at. Normally, the students who read much better than others in the schools are taken to perform better than all others. This low ability is taken to be a low point that can be corrected in these students. Those students who usually are faced with this amountable difficulty in their learning shy away from proper participation in the classroom thus leading to their presumable failures in the class work. This subsequently could lead to the risk of the students to drop out from schools in which they are and lead to problems that could be for a life time. Such problems could be the risks of unemployment and opportunities of having pleasure in their places of work and in their general life. This has been found to be a problem that is diverse and has been to occur in the daily occurrences. For instance, the students who are not able to read are faced with absolute challenges such as poor skills to watch television sets in their homes. Other problems such as making phone calls to their peers and the unadorned skills of giving directions and literacy skills are a challenge to these students. The improving of the ability to read for these students thus is imperative to alleviate them from the problems that they probably would face in the future. The art of reading is essential and recounts to be more than just mere collection of wording (Stewart & Clarke, 2003). Reading occurs to incorporate the value of symbols as well as deciphering the meaning of various text subjects. This in turn, leads to the fluency in creating meaning to the information that is available for them to complete their knowledge database. This paper shall hence engage in the evaluation of the various strategies towards literacy and the development of language in the classroom. The paper shall specifically explore the ability of the non hearing students to a place of comprehension. Subsequently the various strategies to raise the literacy skills shall be evaluated to capture the best for the deaf students in bringing into position their best academic skills. So as to alleviate their reading problems and create a way in which students can learn, there are vital steps within which students can be taken through. To be in a position to learn effectively, the acquiring of the vocabularies that are elemental is the first step towards acquiring the best of their reading abilities. Studies carried out in the past show that there exists a relationship between the attaining of knowledge and the continuance of literacy. As such, the students that are deaf and have a hearing problem need this potential breaking down of language to jump start their basis of learning (Stewart & Clarke, 2003). Unlike the normal students, this knowledge and structure has to be passed on and instilled in the students in a careful manner. This is in order to curb the negative aspects of the outcomes that the non hearing students may have in their learning abilities. The students who have got a hearing problem have got reading problems in their academic regime. Most of the research conducted indicates that the students who are average normally graduate in their fourth grade especially if they have had hearing problems on their site for a long period. This is due to their comprehension issues that tether them to indications of poor comprehension abilities. Various reasons have been suggested trying to answer the fact of poor comprehension that includes poor background checks and poor experiences (Stewart & Clarke, 2003). However, the main factor towards the alleviation of this is the background that these students are set on initially. At the grade of three, the students with a hearing problem can be in a position to decipher vocabulary with ease since their brains are young and energetic to capture facts of expression through language. Another strategic plan towards the alleviation of this problem is the enhancing of the strategic plan towards the oral and auditory functions of communication as well as the use of bilingual abilities to enhance language. Debates towards the most effective strategy have been ongoing for a period. Various studies have thus found out the following strategies: Literature review The dynamics of the deaf and non hearing students have encountered a heavy turn around over the recent past and have brought into place education changes over the decades. From the foundational acceptance of the initial school for the deaf in the United States in the year 1817, the education for this fraternity of students has been ongoing. Various communication strategies have been brought into place to ensure that the communication approaches of the deaf changes over time. However, with the high ended efforts that recount in over 200 years, the deaf and non hearing students still have got underdeveloped skills of language (Stewart & Clarke, 2003). Accordingly, the studies of Stewart and Clarke have made a light shed towards this subject and recounted to the fact that the deaf children have difficulty in learning their first language (Stewart & Clarke, 2003). This is since little or no practice of the scholars by the families of the students happens. This is since the families use a spoken language such that the students end up having little or no ability at all to learn any knowledge of English. Other obstacles that have been identified in the development of literacy have been the lack of fluency of language due after attending school alongside the lack of early experiences towards entering school and the mere lack of the phonological codes. The fact that the deaf children do not hear conversations is a barrier by itself towards the learning abilities. The contextual framework of the language comes with high ended context which is structural to decipher. Most of the researches carried out have been found to recount incidences of poor comprehension of language alongside comparisons of normal children. Other studies have indicated that the vocabulary of the children in the schools interfere with their comprehension skills in the later life. Specifically some studies show that the knowledge of vocabulary in the school children was somewhat predictable owing to the comprehension skills especially in the grade four and seven. As such the foundation of the language in the first grade determined the outcome down to the eleventh grade (Stewart & Clarke, 2003). Normally, the children learn vocabularies through direct and indirect means. The vocabulary acquired through interactions with people causes the indirect comprehension of language. This is usually through songs, narratives and even conversations. In fact, some researchers have found out that the students in the fifth grade who read for about twenty minutes could read almost two million words per year than students who cannot be in a position to read. As such, the structure of comprehension and vocabulary is imperative as foundational elements for the development of literacy. Literature indicates that the knowledge of vocabulary to students who are deaf is slow as compared to students who are normal. Conclusion The researchers have thus come into a conclusion that in order for these students who have got hearing impediments to have their own form of language that helps them to communicate and understand facts around them. Closely, some of the searches indicate that the students ought to learn their first language in sign format and there after learn the spoken language as their second option. This creates a sound manner of comprehension that is set out to benefit them in the long run. The end is that the students get to benefit from the bilingual approach of vocabulary. This helps them to communicate and read and thus keep functioning in the normal life. This goes down their lane of life (Stewart & Clarke, 2003). Other approaches coined are the total communication approach that helps to blend the oral language and the sign language. The auditory or the oral approach is considered least since it just brings into place the oral language. This paper has thus been of comprehension towards the measurement of the educators’ knowledge of the research based practice for teaching the deaf students. Consequently a survey has since been started to help this noble purpose. References Stewart, D. A., & Clarke, B. R. (2003). Literacy and your deaf child: What every parent of deaf children should know. Washington, D.C: Gallaudet University Press. Read More