Gallaudet University Press

14:11 Monday, November 26, 2012

A Different Way of Learning to Write

A New Study Provides a Model for Tutoring College-Level Deaf and Hard of Hearing Students

“For some time now,” recalls author Rebecca Day Babcock, “I have been interested in how writing centers can help all students. I am always looking for issues that provoke interest, cause writing center people to reflect on tutorial practices, and lead to improvement. Tutoring deaf students is one such issue.” In this new volume, Tell Me How It Reads: Tutoring Deaf and Hearing Students in the Writing Center, Babcock seeks to “raise awareness about providing quality tutoring services to all students who come into the writing center, beginning with this study of deafness and how it interacts with common tutoring practices.”

Babcock posits that the overarching question that informs her entire study is, “what happens in a tutoring session between a deaf tutee and a hearing tutor?” She then formulates three subparts: 1. What is the content of the tutorial (what material is covered) between a deaf tutee and a hearing tutor, and is it different from a tutorial between a hearing tutor and a hearing student? 2. How does the tutoring happen? What are the participants’ roles and behaviors? What techniques are used? and 3. What are the contributing and complicating factors: communication, affect, others? In Tell Me How It Reads, Babcock supplies writing instructors an effective set of methods for teaching deaf and other students how to be better writers, using a grounded theory analysis that provides a complete paradigm for all tutoring of writing.

Meet the deaf tutees included in Babcock’s study, and reserve your copy of Tell Me How It Reads at your exclusive subscriber rate of 20% off the regular price. For online reservations, type “NOV2012” in the box labeled “use promo code” next to the checkout button, or reserve by mail.

In Accountability-Based Reforms: The Impact on Deaf and Hard of Hearing Students, the first in the Deaf Education series, author Stephanie W. Cawthon examines how elements of the No Child Left Behind legislation affected deaf and hard of hearing students, with recommendations for future action by educators, parents, researchers, and education policymakers. The Journal of Deaf Studies and Deaf Education had much to say about the inaugural volume: “This insightful book provides an analysis of the impact of NCLB policies on stakeholders involved in the education of children who are deaf or hard of hearing. The author includes practical suggestions for reform, extensive resources, and references for further reading. This well-researched text is a valuable contribution to educators of students who are deaf or hard of hearing, as well as the broader field of general education.” Examine it further by reading chapter one, “The Deaf Education Context,” and order Accountability-Based Reforms online or by mail.

The Journal of Deaf Studies and Deaf Education also highlighted Testing Deaf Students in an Age of Accountability, edited by Robert C. Johnson and Ross E. Mitchell, stating: “This book will be of special interest to administrators, evaluation specialists, and test developers as well as professionals in the field of deaf education. The breadth of information provides a well-documented need for a sustained and in-depth commitment to improving the process of assessment, accountability, accommodation, and alternative ways to identify the academic achievements of deaf and hard of hearing students.” Read more from this exciting collection in chapter 10, “Testing, Accountability, and Equity for Deaf Students in Delaware,” and order Testing Deaf Students in an Age of Accountability online or by mail.

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