Shared Reading Program
Share Reading is a free program offered to hearing parents with a deaf
child who would like to learn how to read aloud to their child and make book
sharing most effective.
The Program runs 20 weeks. Each family is assigned a tutor who meets
with the family and teaches the caregivers how to sign the book using a
story telling to story reading continuum.
Family members practice signing the story so the tutor can give feedback.
During the tutoring session, the caregiver gets a chance to read the story
to the deaf child. The tutor watches and gives helpful hints.
The tutor leaves a "family book bag" for one week. The bag contains the
book, a tape to use for reference, and an activity card which contains ideas
for activities that relate to the book.
During the week the family practices reading the book to the child at least
once per day. They can use the tape if they forget how to do some of the signs.
When the tutor meets with the family the following week, they can discuss
questions and start the process again with a new book.
Why Shared Reading?
What We Know
- No one is too young to read or be read to
- Shared reading enhances language development
- Most people who love books and reading were read to as children
- Children who are read to tend to become better readers who love books
- Children who read well do better academically
The Shared Reading Project is a program that teaches parents and other caregivers
how to read to their deaf or hard of hearing children using ASL and proven book-sharing
strategies.
How It Works
- Tutor visits a family each week and demonstrates to parents how to sign a children’s storybook.
- Family members practice signing and tutor provides feedback.
- Family members read story to child and tutor offers assistance.
- Tutor leaves a family bookbag for practice reading during the week.
- Family members read story to the child again and again.
- Tutor returns the next week, answers questions and begins a new book, starting the process again.
Research
- 1985 National Academy of Education decided that reading aloud to children is the most important
factor in their success.
- Reading aloud has an impact on children.
- Deaf children with deaf parents showed higher levels of academic achievement.
- Hearing parents know they should read to their deaf children, but they do not know how.
- The development of deaf children from birth to age 2 is very similar to hearing children.
- Deaf parents use ASL when reading to their children. This involves a lot of eye contact and pointing
to get a child’s attention. Sometimes they sign directly on the book and they used a great deal of
fingerspelling.
- They relate the books to their own experiences and use lots of eye contact and touch to maintain
attention.
- They use sign placement and make real connections between the text and the children’s
experiences.
Benefits to Children
- Increased interest in books
- Longer attention span
- Improved sign language skills
- Better communication with parents
- Increased reading frequency
Other Benefits
- Parents read to children an average of 5 times a week
- Before participating in the project 43% of the parents reported they tried to read to their
children. After the training 73% of the parents read to their children each week.
- general population reports 83% of parents read to their children during the week
- Parents were better able to read to their deaf and hard of hearing children
- Parents became more skilled in signing and communicating with their children
- Some parents with limited English skills improved their use of English through the SRP
program
- Parents developed a concept of success using the tutor as a role model
- Parents became more accepting of their child’s deafness and increased their understanding of
Deaf culture
- Nearly 90% of the participating families belonged to the targeted groups.
Fifteen Principals of Reading Aloud
- Translate stories using American Sign Language (ASL).
- Keep both languages visible.
- Do not be constrained by the text.
- Re-read stories from a storytelling to story reading continuum.
- Follow the child’s lead.
- Make what is implied explicit.
- Adjust sign placement to fit the story.
- Adjust signing style to fit the story.
- Connect concepts in the story to the real world.
- Use attention maintenance strategies.
- Use eye gaze to elicit participation.
- Engage in role-play to extend concepts.
- Use ASL variations to sign repetitive English phrases.
- Provide a positive and reinforcing environment.
- Expect the child to become literate.
This project was developed by the Clerc Literacy Center at Gallaudet University, Washington, D.C.