Barbara R Schirmer
Biographic Data
| ID | 10585259 |
|---|---|
| NAME | Barbara R Schirmer |
| GIVEN NAMES | Barbara R |
| FAMILY NAME | Schirmer |
| SIGNATURE | SCHIRMER B R |
| AFFILIATIONS | Lewis & Clark College |
| ORCID | 0000-0002-4433-9888 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2003 |
| H-INDEX | 0 |
Using Verbal Protocols to Identify the Reading Strategies of Students Who Are Deaf
The purpose of this study was to identify the reading strategies used by students who are deaf by investigating their self-reported thinking during reading. The participants were 10 elementary students attending a residential state school for the deaf. After each page of reading a short story, the participants were asked to think aloud (or think visibly, in the case of sign language). Analysis of these verbal reports indicated that the participan…
Using Research to Improve Literacy Practice and Practice to Improve Literacy Research
The disconnection between research and practice is not a new phenomenon, but as researchers and educators look toward the future of deaf education, it seems crucial to look back at the reasons behind this disconnection with the goal of creating a professional milieu in which we use research to improve literacy practice and practice to improve literacy research with deaf students. This article examines the issues underlying the relatively insignif…
Effect of Teacher Questions on the Reading Comprehension of Deaf Children
We examined the effect of comprehension questions that require analysis, synthesis, and evaluation on the reading comprehension of deaf children. The subjects were six deaf children ranging in age from 10 years, months to 12 years, 5 months. They were divided into four reading groups for the study. Quantitative analysis of the children's responses to comprehension questions indicated that the children could analyze, synthesize, and evaluate narra…
No prominent works on this page.
Effect of Teacher Questions on the Reading Comprehension of Deaf Children
We examined the effect of comprehension questions that require analysis, synthesis, and evaluation on the reading comprehension of deaf children. The subjects were six deaf children ranging in age from 10 years, months to 12 years, 5 months. They were divided into four reading groups for the study. Quantitative analysis of the children's responses to comprehension questions indicated that the children could analyze, synthesize, and evaluate narra…
Using Research to Improve Literacy Practice and Practice to Improve Literacy Research
The disconnection between research and practice is not a new phenomenon, but as researchers and educators look toward the future of deaf education, it seems crucial to look back at the reasons behind this disconnection with the goal of creating a professional milieu in which we use research to improve literacy practice and practice to improve literacy research with deaf students. This article examines the issues underlying the relatively insignif…
Using Verbal Protocols to Identify the Reading Strategies of Students Who Are Deaf
The purpose of this study was to identify the reading strategies used by students who are deaf by investigating their self-reported thinking during reading. The participants were 10 elementary students attending a residential state school for the deaf. After each page of reading a short story, the participants were asked to think aloud (or think visibly, in the case of sign language). Analysis of these verbal reports indicated that the participan…
Hearing Impairment and Communication (3 works) · Psychology (3 works) · Subtitles and Audiovisual Media (3 works) · Comprehension (2 works) · Developmental psychology (2 works) · Linguistics (2 works) · Reading and Literacy Development (2 works) · Reading comprehension (2 works) · Cognitive psychology (1 work) · Cognitive science (1 work)