Language Assessment for the Deaf/HI Child
Key Words: Instructional Strategies, Language, K-12
McAnally, P. L., Rose, S., & Quigley, S. (1987). Structured and combined
approaches to teaching language. Language Learning Practices with Deaf Children, 5,
Kent State University
According to the chapter "Structured and combined approaches to teaching
language," from the book Language Learning Practices with Deaf Children, there are
many different techniques in assessing language. First of all, according to McAnally,
rose and Quigley, there are two major approaches to language development: the natural
approach and the structured approach (1987). Today, it seems that most programs use a
combination of the two. The chapter shows the features of both the natural approach and
the structured approach, and also presents language curricula used in deaf education
today. Such curricula reviewed are the Fitzgerald Key, The Apple Tree, and the Rhode
Before explaining the structures of each curriculum, the chapter notes that
providing teacher modeling and metalinguistic forms helps the child to acquire normal
language skills. McAnally, Rose and Quigley explain that the Fitzgerald Key has been
the most enduring method for language teaching to deaf children (1987). This form of
curriculum displays syntactic relationships, provides comprehension, and production of
English. The second curriculum, The Apple Tree program, does its teaching through
natural occurrences, which provides vocabulary skills. The last presented curriculum is
the Rhode Island Curriculum. This form also uses natural events, curricular topics, and
academic areas of study to develop language within the framework of grammar
(McAnally, Rose & Quigley, 1987). This curriculum spans a range from early exposure
in the environment through many different transformation levels.
After explaining the three different curriculum forms, the chapter then gave some
other forms of curriculum used in deaf education. Such programs as the TSA Syntax
Program, Lessons in Syntax, the Reading Milestones, and the Syntactic Structure series
were explained. Some instructional strategies that are applicable to the combined or
structured approach were also given. Models like the Correct-Incorrect Model,
Completion Model, Replacement Model, Combination Model, Scrambled Sentences, and
the Revision Model were all expressed. According to McAnally, Rose and Quigley, no
one instructional strategy provides the "key" to language learning with deaf children.
They merely provide methods of instruction, drill, and practice.
- "Grammar is taught by minimizing the number of structures used and
introducing each structure in its right place and order.
Vocabulary is useful, for it includes those items which the learner can use
as quickly as possible, and those which prepare him for the instruction
which follows" (Streng, p. 555).
Uploaded by: Jessica Soltesz, Kent State University, Deaf Education Major