Uploaded January 2024 | Updated September 2026, 2 weeks ago
From "58-IN-MIND: Multilingual Teaching Strategies for Diverse Deaf Students."
Edited by Debbie Golos, Marlon Kuntze, Kimberly Wolbers, and Chris Kurz.
Find out more at https://gupress.gallaudet.edu/58-IN-MIND
Published by Gallaudet University Press.
****This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.****
Signed by chapter co-author Marlon Kuntze.
Marlon has white hair, a white beard, and glasses. He is wearing a grey turtleneck in front of a white background.
Transcript:
This summary of Chapter 6 concerns reading. There are three authors of the chapter. The first one is me, Marlon Kuntze, a former professor at Gallaudet University. The second one is Jessica Scott, a professor at Georgia State University. The third one is Stacey Katz Shapiro, the director of online programs at the American School for the Deaf.
We three try to emphasize in the chapter that reading is key to Deaf students’ success in school. Deaf children learn English through reading. The development of reading skills is driven by each instantiation of having comprehended what is read. With that in mind, we have identified different core recommendations that we see as important for supporting the development of reading skills through ASL.
The first recommendation is by modeling the joy of reading and that it is enjoyable. The second recommendation is that reading programs must include activities that boost cognition, which is key to comprehension. The third one is that if reading is done in ways that are meaningful, it will be about what we can do to make sure that reading takes place in ways that are meaningful to the students, which are needed for them to be engaged. The fourth recommendation is about the use of ASL to clarify the meaning and thus comprehension of what is read. The fifth recommendation concerns the importance of activities for the purpose of supporting comprehension. The last recommendation concerns ways to address equity issues in the classroom related to reading instruction.
From "58-IN-MIND: Multilingual Teaching Strategies for Diverse Deaf Students."
Edited by Debbie Golos, Marlon Kuntze, Kimberly Wolbers, and Chris Kurz.
Find out more at https://gupress.gallaudet.edu/58-IN-MIND
Published by Gallaudet University Press.
****This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.****
Signed by chapter co-author Marlon Kuntze.
Marlon has white hair, a white beard, and glasses. He is wearing a grey turtleneck in front of a white background.
Transcript:
This summary of Chapter 6 concerns reading. There are three authors of the chapter. The first one is me, Marlon Kuntze, a former professor at Gallaudet University. The second one is Jessica Scott, a professor at Georgia State University. The third one is Stacey Katz Shapiro, the director of online programs at the American School for the Deaf.
We three try to emphasize in the chapter that reading is key to Deaf students’ success in school. Deaf children learn English through reading. The development of reading skills is driven by each instantiation of having comprehended what is read. With that in mind, we have identified different core recommendations that we see as important for supporting the development of reading skills through ASL.
The first recommendation is by modeling the joy of reading and that it is enjoyable. The second recommendation is that reading programs must include activities that boost cognition, which is key to comprehension. The third one is that if reading is done in ways that are meaningful, it will be about what we can do to make sure that reading takes place in ways that are meaningful to the students, which are needed for them to be engaged. The fourth recommendation is about the use of ASL to clarify the meaning and thus comprehension of what is read. The fifth recommendation concerns the importance of activities for the purpose of supporting comprehension. The last recommendation concerns ways to address equity issues in the classroom related to reading instruction.
