Deaf Tutoring Literary References

 

 

A Nuts and Bolts Guide To College Success For Deaf and Hard of Hearing Students. (2002 edition). The University of Tennessee, Knoxville, TN. Retrieved June 7, 2007 from http://sunsite.utk.edu/cod/pec/products/2002nuts-bolts.pdf.  TRIO PROGRAMS - These programs are designed to help low-income Americans enter and complete college. TRIO provides services to over 700,000 low-income students, including assistance in choosing a college; tutoring; personal and financial counseling; career counseling; and workplace visits. Two-thirds of the students served must come from families in which neither parent is a college graduate and total income is less than $24,000.

 

Belcastro, Frank P. (Fall 2004). Rural Gifted Students Who Are Deaf or Hard of Hearing: How Electronic Technology Can Help American Annals of the Deaf. Vol 149, no. 4, pp. 309-313 Retrieved June 29, 2007 from http://muse.jhu.edu/login?uri=/journals/american_annals_of_the_deaf/v149/149.4belcastro.html Online college and high school Web sites that offer courses are listed, as well as a Web site for tutoring and one offering help for teachers of rural gifted students who are deaf or hard of hearing.

 

Berent, Gerald P.; Samar, Vincent J.; Parasnis, Ila. (Oct 2000). College Teachers' Perceptions of English Language Characteristics that identify English Language Learning Disabled Deaf Students. American Annals of the Deaf.  145, 4. pp. 342-358. Retrieved from ProQuest Education Journals database.

 

Bills, Dianne P.; Ferrari, Judith E.; Foster, Susan B.; Long, Gary L.; Snell, Karen B. (1998). Making Postsecondary Classes Accessible to Deaf and Hard-Of-Hearing Students: Research, Strategies, and Practices. NTID, Rochester, NY. Retrieved June 7, 2007 from http://sunsite.utk.edu/cod/pec/products/1998/bills.pdf.  Deaf students also indicated that they used a wider range of learning resources (text, teacher, friends, tutor, staff) than hearing students (text, teacher, friend), undoubtedly due to the difficulty of getting the full lecture content and their use of support services. Also while hearing students indicated they relied on the instructor and the text about equally, deaf students said the course text was their primary learning vehicle, a result that points out the importance of text selection in their academic success.

 

Bober, Gail. (1992). Deaf Adult Literacy Tutor Handbook-Revision: (Final Report). Philadelphia, PA: The Center for Community and Professional Services.

 

Bober, Gail. (1990). Tutor Training Handbook for Deaf Adult Literacy Programs: (Final Report). Philadelphia, PA: The Center for Community and Professional Services.

 

Brittany, Cecil. (February 16-18, 2006). When Hands Do the Talking: Converting a Visual Language to Paper. Winthrop University. Southeastern Writing Center Association (SWCA) Proceedings from Let's Research: Gathering Evidence to Support Writing Center Work February 16-18, 2006 at Carolina Inn on Chapel Hill, NC and co-hosted by UNC-Chapel Hill and Duke University. Retrieved June 7, 2007 from http://www.unc.edu/depts/wcweb/swca.html. Tutoring Deaf and hard of hearing students who primarily use ASL to communicate presents unique difficulties for writing centers. Adaptations are needed to better address the needs of these students. Through research and interviews, I will identify potential problems and explain how they can be addressed in writing centers.

 

Cameron, Sarah. (February 16-18, 2006). How to Achieve Successful Collaboration between a Hearing Consultant and a Deaf Client in the Writing Lab, College of Charleston. Southeastern Writing Center Association (SWCA) Proceedings from Let's Research: Gathering Evidence to Support Writing Center Work February 16-18, 2006 at Carolina Inn on Chapel Hill, NC and co-hosted by UNC-Chapel Hill and Duke University. Retrieved June 7, 2007 from http://www.unc.edu/depts/wcweb/swca.html. I am a graduate student at the College of Charleston, and I work as a consultant in the Writing Lab. I conducted my research under the supervision of Dr. Bonnie Devet while I was a student in her Writing Labs Theory and Practice graduate course.

 

Chediak, Mark. (August 16, 2005). Online Tutoring Part of Growing Trend; Market for Web Education Matures. Washington Post. p. D04. Retrieved June 7, 2007 from http://www.washingtonpost.com/wp-dyn/content/article/2005/08/15/AR2005081501265.html. Terry H. Coye, director of tutorial and instructional programs at Gallaudet University, said his school turned to Smarthinking to supplement its limited tutoring services for graduate students. With many of Gallaudet's deaf and hard-of-hearing students accustomed to learning online, the service was a good fit, Coye said.

 

Cordero-Martinez, Francisco. (Summer/Fall 1995). A Visual-Spatial Approach to ESL in a Bilingual Program with Deaf International Students. The Bilingual Research Journal. Vol. 19, Nos. 3 & 4, pp. 469-482. Retrieved June 7, 2007 from http://www.ncela.gwu.edu/pubs/nabe/brj/v19/19_34_cordero.pdf.

 

Dambiel-Birepinte, Élisabeth. (2003). Du tutorat pour enfants sourds : apport pédagogique du tuteur selon son degré de surdité. Sciences de l'éducation, Université Bordeaux 2. 

 

Davis, Cheryl D., & Martha R. Smith. (2002). Effective Tutoring Practices with Deaf and Hard-of-Hearing Students. Monmouth, Oregon: WROCC Outreach Site at Western Oregon University. Power Point Presentation retrieved June 21, 2007 from http://www.wou.edu/education/sped/wrocc/tutor_files/frame.htm

 

Frasu, Amy. (June 7th, 2007). Empowering the Young Deaf Community. Retrieved June 7, 2007 from http://www.deaflinx.com/PDF/Empowering_the_Young_Deaf_Community.pdf and http://www.deaflinx.com/Interpreting/empower.html. The same survey yielded a divided perspective about whether or not interpreters should tutor deaf students. When asked, "Is tutoring by the interpreter an appropriate accommodation for deaf students in grades K-12?" the answers were: 30% = yes, 23% = yes (with specific conditions), 13% = no (under certain circumstances), 30% = no, and 3% = undecided.

 

Hurwitz, Tracy Alan. (1980). The Tutor/Notetaker As a Support Service for Hearing Impaired Students: Overview of the NTID Tutor/Notetaker Program. Rochester, NY: National Technical Institute for the Deaf.

 

King J & Taffe Richard. (2003). 'How Shall We Sign That?' : Interactions Between a Profoundly Deaf Tutor and Tutee Involved in a Cross-age Paired Reading Program. Australasian Journal of Special Education. Vol. 27(2) pp.68-85. 

 

Lang, Harry G. (2002). Higher Education for Deaf Students: Research Priorities in the New Millennium. Journal of Deaf Studies and Deaf Education. 7:4. pp. 267-280.   Retrieved June 7, 2007 from jdsde.oxfordjournals.org/cgi/reprint/7/4/267.pdf, http://216.109.125.130/search/cache?p=&fr=yq-read&ei=UTF-8&type=03709&u=jdsde.oxfordjournals.org/cgi/reprint/7/4/267.pdf&w=national+technical+institute+national+technical+institute+deaf+%22research+priorities%22&d=WtfYM-rnO0V5&icp=1&.intl=us&nobac, and http://jdsde.oxfordjournals.org/cgi/content/abstract/7/4/267. In Germany, for example, Cremer (1991) reported on a survey of 125 students in higher education with 99.2% of them stating that assistance through support services was a necessity. A high number of respondents (69.5%) identified note takers as important to their success, followed by tutors (59.0%), and interpreters (34.3%), the latter perhaps reflecting the students’ oral training in this country. The German students were decidedly in favor of trained tutors (71.4%) as compared to untrained tutors.  The U.S. Department of Education’s National Center for Educational Statistics (1993) reported on a survey of a sample of two-year and four-year programs in the United States with deaf and hard-of-hearing students for the period 1989/1990 through 1992/1993. Of the sampled institutions that provided support services, 75% provided note takers, 67% provided sign language interpreters, and 65% stated that tutors assisted students with ongoing coursework.  The most common types of support services include tutoring, interpreting, real-time captioning, and academic advising.  One of the most salient characteristics of learning by deaf students in mainstream classrooms is the students’ dependence on a third party to provide access to information. In effect, there is little direct communication between teachers and deaf students. Rather, information is received by the student through interpreting and/or real-time captioning during class sessions, or through tutoring and/or notes (note taking or printouts from real-time captioning) outside of class. (Also has a section devoted entirely to tutoring.)

 

Lang, Harry G.; Biser, Eileen; Mousley, Keith; Orlando, Richard; Porter, Jeff. (2004). Tutoring Deaf Students in Higher Education: A Comparison of Baccalaureate and Sub-baccalaureate Student Perceptions. Journal of Deaf Studies and Deaf Education, 9, 000-000. Retrieved June 7, 2007 from http://jdsde.oxfordjournals.org/cgi/reprint/9/2/189.pdf, and http://jdsde.oxfordjournals.org/cgi/reprint/9/2/189.

 

Lee, Seungyon; Henderson, Valerie; Hamilton, Harley; Starner, Thad; & Brasher, Helene. (2006). A Gesture­Based American Sign Language Game for Deaf Children.   In Proceedings of the 8th international ACM SIGACCESS Conference on Computers and Accessibility (Portland, Oregon, USA, October 23 - 25, 2006). Assets '06. ACM Press, New York, NY, 79-86. Retrieved June 7, 2007 from http://www-static.cc.gatech.edu/~vlh/pubs/chi05.pdf.  The system is an interactive game with tutoring video (demonstrating the correct signs), live video (providing input to the gesture recognition system and feedback to the child via the interface), and an animated character carrying out the children's instructions.

 

Marschark, Marc; Sapere, Patricia; Convertino, Carol; & Seewagen, Rosemarie. (2005). Educational Interpreting: Access and Outcomes. NTID/University of Aberdeen.  This article appears in Marschark, M., Peterson, R., & Winston, E.A., Editors (2005). Interpreting and Interpreter Education: Directions For Research and Practice. NY: Oxford University Press. Retrieved June 7, 2007 from https://ritdml.rit.edu/dspace/bitstream/1850/254/1/MMarscharkChapter.pdf and http://www.rit.edu/~memrtl/. While some students recognize gaps in their comprehension and attempt to compensate through reading and meetings with tutors or instructors, others are either unaware of their comprehension failures or simply accept them as normal. Moreover, reading comprehension is well-recognized as being problematic for deaf students, and individual tutoring or advising without effective communication only perpetuates the information-impoverished situation.  Many deaf students depend on other sources of educational support, such as tutors, text materials, and instructor time, to facilitate their academic success.

 

McCoy, Kathleen F. & Masterman (Michaud), Lisa N. (July 1997). A Tutor for Teaching English as a Second Language for Deaf Users of American Sign Language. In Proceedings of Natural Language Processing for Communication Aids, an ACL/EACL97 Workshop, pp 160-164, Madrid, Spain. Retrieved June 7, 2007 from http://www.eecis.udel.edu/research/icicle/pubs/McCoMast97.pdf, http://acl.eldoc.ub.rug.nl/mirror/W/W97/W97-0508.pdf , and http://citeseer.ist.psu.edu/article/mccoy97tutor.html

 

Menchel, Robert S. (1996). Academically Gifted Deaf Students Attending Regular Four-Year Colleges and Universities. Challenge of Change: Beyond the Horizon. Proceedings of the Biennial Conference on Postsecondary Education for Persons Who Are Deaf or Hard of Hearing (7th, Knoxville, Tennessee, April 17-20, 1996). NTID. Rochester, NY. Retrieved June 7, 2007 from http://sunsite.utk.edu/cod/pec/products/1996/menchel.pdf and http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED423617&ERICExtSearch_SearchType_0=eric_accno&accno=ED423617. Stuckless, Avery and Hurwitz (1989) note that "the demand for educational interpreting services currently exceeds the supply" (p. 2). This example of a shortage in one area may also extend to other areas of special services such as notetaking, tutoring, and counseling."

 

Michaud, Lisa N. & McCoy, Kathleen F. (1999). Modeling User Language Proficiency in a Writing Tutor for Deaf Learners of English. In M. Olsen, ed., Computer-Mediated Language Assessment and Evaluation in Natural Language Processing, Proceedings of a Symposium by ACL/IALL. University of Maryland, pp.47-54. Retrieved June 7, 2007 from http://acl.ldc.upenn.edu/W/W99/W99-0408.pdf

 

Michaud, Lisa N. & McCoy, Kathleen F. (2001). Error Profiling: Toward a Model of English Acquisition for Deaf Learners. Proceedings of 39th Annual Meeting of the Association for Computational Linguistics. pp. 394-401. Retrieved June 7, 2007 from http://www.eecis.udel.edu/research/icicle/pubs/MichMcCo01.pdf.

 

Orlando, Richard; Gramly, Mary Ellen; & Hokel, Janet. (1997). Tutoring Deaf and Hard of Hearing Students: A Report of the National Task Force on Quality of Services in the Postsecondary Education of Deaf and Hard of Hearing Students. Rochester, NY: Northeast Technical Assistance Center, RIT. Retrieved June 7, 2007 from http://www.netac.rit.edu/downloads/TFR_Tutoring.pdf, http://www.netac.rit.edu/publication/taskforce/tutor/tutor2.html, and http://www.netac.rit.edu/publication/taskforce/tutor/tutor1.html

 

Osguthorpe, Russell T.; Wilson, Jimmie Joan; Goldman, Warren R.; Panara, John E. (1980). Manager's Guide For the Tutor/Notetaker: Providing Academic Support to Mainstreamed Deaf Students.  NTID Dept. of Research and Development. Washington, DC: A. G. Bell.

 

Osguthorpe, Russell T.; Wilson, Jimmie Joan; Goldman, Warren R.; Panara, John E. (1978). The Tutor/Notetaker: Providing Academic Support to Mainstreamed Deaf Students. Washington, DC: A. G. Bell.

 

Pennsylvania School for the Deaf. (1992). Deaf Adult Literacy Tutor Handbook. Philadelphia, PA: Center for Community and Professional Services at the Pennsylvania School for the Deaf.

 

Stinson, M. (1987). Perceptions of Tutoring Services by Mainstreamed Hearing-impaired College Students. Journal of Postsecondary Education and Disability. 5. pp. 18-26.

 

Stinson, M. S.; Saur, R.; & Panara, J. (June 1982). Opinions of Deaf College Students About Tutoring Services: An Example of Evaluation of a Support Service. In M. Stinson (Chair), Support Services That Facilitate Learning in Mainstreamed Classes by Deaf College Students. Symposium of A. G. Bell, Toronto, Canada.

 

Training Workshop: Tutors for Hearing-impaired And Learning Disabled Students. (1986). Clarkston, GA: DeKalb Community College. (3 videos). Retrieved June 7, 2007 from http://library.stcsc.edu/deaf.htm.

 

Treece, Nelson Luther. (1991). An Investigation Into the Use of the Cloze Procedure to Measure the Reading Comprehension Ability of Hearing-impaired Students.  Ann Arbor, Mich.: UMI.  Retrieved June 7, 2007 from http://suncat.csun.edu/record=b1775773

 

Wilson, Fred L. (1980). The Tutor/Notetaker As a Support Service for Deaf Students: Viewpoint of a Classroom Teacher. Rochester, NY: Rochester Institute of Technology.

 

Wilson, Jimmie Joan. (1989). The Tutor/Notetaker. Rochester, NY: Rochester Institute of Technology, National Technical Institute for the Deaf.

 

Wilson, Jimmie Joan. (1980). A Tutor/Notetaker Program for Deaf Students That Really Works. Rochester, NY: National Technical Institute for the Deaf.

 

Wilson, Jimmie Joan. (1980). The Tutor/Notetaker As a Support Service for Hearing Impaired Students: The Training Program. Rochester, NY: National Technical Institute for the Deaf.

 

Zerbe, J. & Cain, Edward. (1980). The Tutor/Notetaker as a Support Service for Deaf Students; Managing a T/N Support Program. In The Handicapped Student in Education, Proceedings of the Third National Conference, AHSSPPE, pp.167-169. Retrieved June 7, 2007 from http://www.rit.edu/~chemwww/resources/people/faculty/cain.html, http://www.lanecc.edu/diversity/book/booksAll/details/7287.html, and http://library.rit.edu/electronic/fsbdb/citation/339/