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dc.contributorThe author thanks Advisors C. Ramsey, T. Humphries, and C. Padden for their guidance with this study and participants who shared their experiences.
dc.contributor.authorherzig, melissa
dc.date2021-06-30T22:22:22.000
dc.date.accessioned2021-09-08T14:41:50Z
dc.date.available2021-09-08T14:41:50Z
dc.date.issued2019-04-01T00:00:00-07:00
dc.identifierrepository.wcsu.edu/jadara/vol52/iss3/2
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/1576
dc.description.abstract<p>Current American methods for educating Deaf adolescent Latino struggling readers need to change in order to maximize learning opportunities. This begins with identifying student strengths and building on them to help students gain new and productive skills. It is imperative to understand Deaf students’ socio-cultural backgrounds, interests, needs, and values through ethnographic research in order to identify what motivates these Latino Deaf adolescents to read. This information could guide teachers and specialists in redesigning and tailoring instruction for these students.</p>
dc.titleUnderstanding the Language Experiences and Motivations of Deaf Adolescent Latino Struggling Readers
dc.title.alternativeDeaf Adolescent Latino Readers
wcsu.oldurlhttps://repository.wcsu.edu/jadara/vol52/iss3/2
dc.source.statuspublished
dc.subject.keywordmotivation
dc.subject.keyworddeaf
dc.subject.keywordadolescent
dc.subject.keywordlatinos
dc.subject.keywordreaders
dc.subject.keywordreading
dc.subject.keywordlanguages
wcsu.oldid1038
dc.source.peer_reviewedtrue
dc.source.beginpage22
dc.source.endpage59


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