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‘How Shall We Sign That?’: Interactions Between a Profoundly Deaf Tutor and Tutee Involved in a Cross-Age Paired Reading Program

Published online by Cambridge University Press:  26 February 2016

Julie King  and
Richard Taffe
Julie King*
Affiliation:
St Monica’s Primary School, Wodonga, Victoria
Richard Taffe*
Affiliation:
Faculty of Education, Charles Sturt University, Albury, NSW
*
Correspondence concerning this article should be addressed to: Mrs Julie King, Teacher, St Monica's Primary School, Brockley Street, WODONGA, VIC 3690. Ph: (02) 6024 3151 Fax: (02) 6056 1747.
Dr Richard Tafle, Murray Education Unit, Faculty of Education, Charles Sturt University, ALBURY NSW 2640. Ph: 02 6051 6765 Fax: 02 6051 6985 Email: rtaffe@csu.edu.au
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Abstract

This paper reports on the use of a cross‐age tutoring program designed to improve the literacy skills of a profoundly deaf girl. In a novel approach to such programs, both tutor and tutee participants were profoundly deaf and used Auslan as their common mode of communication. The results of the program indicate that cross‐age peer tutoring has potential as an effective strategy for improving the literacy achievements of deaf children like the tutee participant. Analysis of the videotaped interactions between tutor and tutee over the course of the program provided unique insights into the nature of English literacy learning by profoundly deaf students. These insights point to a role for strategies like cross‐age tutoring where the particular experience of. deafness can be used to promote more effective interpretation and understanding of English for profoundly deaf literacy learners.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 27 , Issue 2 , 2003 , pp. 68 - 85
Copyright
Copyright © The Australian Association of Special Education 2003

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