Saturday, 1 December 2018

Deaf Children not reading enough.



[ATR is unsure if the App is helping to read, as it scans text and then the child reads the signs, how does it encourage the child to READ the text?).  Also is the app using BSL and NOT the English grammar the books are written in?

Deaf Children Shouldn't Miss Out On The Wonder Of Books – With This App (The StorySign app is available in Android stores on 3 December. ). They Won't How can we keep all kids reading, especially at Christmas? By Amy Packham There’s something magical about the moment you tuck your child into bed, ask them to choose a book and enter the world of storytime together. 

It’s a bonding experience like no other – and one that plenty of families take for granted. Deaf children often miss out on this bedtime ritual altogether. And because of that lack of early reading, 70 per cent of deaf children arrive at school already behind on their development, according to the British Deaf Association. 

The BDA estimates that 48 per cent of deaf children who speak and 82 per cent who use sign language are reading below their age level. At Christmas, a time where there are so many magical stories, this couldn’t be more poignant.  Deaf children struggle to read because they find it difficult to match words with sounds or signs. 

On top of this, they may also find it hard to concentrate on reading for long periods if they don’t understand, miss out on conversations contextualising words, or lack the support they need to learn sign language, says Jessica Reeves, campaigns manager at National Deaf Children’s Society (NDCS). In 2017, City University of London released research that found the British education system is neglecting the needs of severely and profoundly deaf children – over half of the deaf children in the study who communicated using spoken language and four-fifths of those who signed had reading difficulties at least as severe as those faced by hearing children with dyslexia. 

With 90 per cent of deaf children born to hearing parents, early intervention is crucial for families during the critical period of language acquisition, according to Aine Jackson from the BDA. Deafness is not itself a learning disability, and there is no reason why deaf children should not develop at the same pace.” What is being done at the moment to help them? “In short, not enough,” says Jackson. “78 per cent of deaf children attend mainstream schools with no specialist provision in place. Deafness is not itself a learning disability, and so there is no reason why deaf children should not develop at the same pace.” 

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