Pre-literacy strategies for deaf children

By Ms. Ana Carolina Erragarena

In this column, my goal is to bring those readers heading for Special Education, an abstract of the book "Strategies for deaf children pre-literacy" (Editorial Noveduc, BA 2005) of the authors and Silvana Marisa Macchi Veinberg .

The authors. Macchi Marisa is a graduate in Arts. Professor of Secondary and Higher Education in Arts degree from the University of Buenos Aires. Trainer in teaching Spanish as a second language and foreign. She currently serves on the Research Department of the Association Canales, specializing in the processes of second language literacy for deaf people.

Silvana graduated in Fonoudiología Veinberg. Master of Sciences (linguistics of sign language) Purdue University, USA. Association executive director Channels "Growing signs." Former chief technical-pedagogical school for the deaf and hard of Special Education Division of the Province of Buenos Aires.

This book is aimed at teachers working with deaf and hard of hearing, especially to those teachers who are working at the level of initial education and early years of primary school level.

The main purpose of this book lies in presenting a proposal aimed at teaching bilingual education professionals heading for deaf and hard of hearing. The proposal of the authors is a starting point of theory and provides a number of examples in an education level above the learning of reading and writing. Specifically, the proposal of the authors is to build an autonomous mechanism for monitoring the progress of children in various activities and proposes "Besides, through educational games, to emphasize the importance of psycho-affective-teacher ratio student. The games and activities proposed are intended to allow cone children from an early age develop a playful relationship with language, the recognition of certain genres of discourse and the ability to produce narratives and descriptions.

In relation to the organization or internal structure of the book, it consists of: 1) a theoretical framework in which the authors present their rationale, the sequence of content and teaching principles used, 2) a practical framework, which contains the pedagogical and games. This section contains explanations on the projection theme for the first years of primary school.