All Theses, Dissertations, and Capstone Projects

Year of Award

2021

Degree

Doctor of Education (EdD)

College

College of Education & Allied Health

Degree Program

Collaborative High Impact Instruction

Department

Education and Special Education

First Advisor

Jamie Doronkin

Second Advisor

Gale Rice

Third Advisor

Joanne Fish

Fourth Advisor

Jenna Voss

Keywords

deaf, literacy, vocabulary, COVID-19, coronavirus, virtual instruction, fast mapping

Abstract

This convergent parallel mixed methods student examined the nature of learning in a virtual literacy camp designed for students who are deaf or hard of hearing. Five individual case studies illuminate the unique experiences of camp participants. Building on the work of the Center on Literacy and Deafness, camp features included an emphasis on vocabulary instruction and retention through fast mapping procedures modified for use with elementary school students exploring narrative text. Extension activities reinforced concepts and text comprehension. Student engagement ratings, daily fast mapping trials and comprehension questions comprised quantitative data. Parental feedback, anecdotal notes, and student writing samples comprised qualitative data. Demographic information provided context. Data confirmed vocabulary growth and retention from modified fast mapping procedures. Other results confirmed that a virtual environment can engage learners. Procedures can be extrapolated to other populations of learners.

Document Type

Open Access Dissertation

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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