Chapter 5: Findings — Literacy Learning as Serious and Intense Work
The children approached literacy events with great intensity and as though they constituted serious work. The children took time to think about written language in a manner different from the ways in which they approached other activities. Their attitude towards literacy events seemed to be one of determination and persistence. Often, they would refuse to stop engaging in a literacy event. At other times, they would focus so intensely on books or other print materials that nothing would interrupt or disrupt their concentration. Frequently, the children seemed to need close physical contact with literacy materials. All of these actions by the children demonstrated the intensity and seriousness they placed on literacy learning. Specifically, the following assertions can be made concerning the seriousness and intensity with which the children approached literacy events:
1. The children showed a curiosity about written language.
2. The children concentrated on their work as they engaged in literacy events.
3. The children often would refuse to end their participation in a literacy event.
4. The children physically involved themselves in literacy events.
5. The children considered the products from their engagements in literacy events as worthy enough to show to others.
Curiosity about Written Language
The children seemed to have a curiosity about written language that they did not have during other activities. Throughout the year, one of the only times the children asked questions was during literacy or literacy-related events. This finding is consistent with findings from studies on literacy learning of both hearing and hearing-impaired children (Goodman, 1983; Maxwell, 1983; McGee & Richgels, 1990; Soderbergh, 1976). For instance, in a study of early reading, Soderbergh (1976) documented that:
Jenny (Hi, 4.11) often asks her [mother] about words and the meaning of words, and for the most part she asks these questions during the reading sessions. Astrid [H, 3.11] reading books from 1967 onwards, often asked about the meanings of new words. (p. 274)
The excerpts below provide examples of the types of questions the children asked during literacy events. Note the children’s curiosity concerning the meaning of print materials and literacy events.
Excerpt from Field Notes (9/29/89, 8:40 A.M.):
Michael sat next to me and pointed to the writing in my notebook as if he were asking what it said. He then pointed to my Visitor badge and I told him what it said.
Excerpt from Field Notes (11/28/89, 1:50 P.M.):
We went to the playground for recess and Billy found a dirty piece of tape with Ruben 16 written on it. Billy picked it up, showed it to me, and asked what it said.
Excerpt from Field Notes (11/30/89, 8:55 A.M.):
Jeffrey noticed a paper on the calendar with his name on it. It was a small, blue paper with Snack basket for Jeffrey written on it. David got up to get a closer look at the paper while Jeffrey asked Cathy what it said.
Excerpt from Field Notes (12/5/89, 2:50 P.M.):
Cathy was reading a book to Janine and Billy. When they finished the book, Billy turned it over and put his finger over some writing on the back cover and moved his finger from left to right as he said to Cathy, “You read this.”
Concentration on Work
The children concentrated when they read, drew, and wrote. They often worked slowly, methodically, carefully, and with high levels of precision for such young children. In the excerpts below, note the concentration and effort the children exerted while drawing or writing.
Excerpt from Field Notes (9/19/89, 1:35 P.M.):
The children were painting with tempera paints and brushes on construction paper. Billy made curves on his paper, painting very carefully. He filled in one section with gray paint and then went over his previous lines with black paint. Next, he added a new black line on the top, left-hand corner of his design. He connected the ends of his design and then painted in sections of the picture. Billy worked very slowly and meticulously on his design and seemed to have some definite ideas in mind.
Excerpt from Field Notes (1/29/90, 1:45 P.M.):
The children had been drawing pictures of The Three Billy Goats Gruff and Janine decided to write her name before finishing. She wrote her name and then crossed it out with a yellow marker. She then started to write it with a brown marker and crossed that out. Janine made a J in brown and then wrote the rest of her name in brown, going from the top of her paper to the bottom.
Excerpt from Field Notes (2/6/90, 1:20 P.M.):
Janine pulled a chair next to me and took my pencil and notebook and started writing. She had difficulty manipulating the book on her lap so she went to get another chair. She tried writing this time by balancing the second chair on her lap with the notebook on that chair. After realizing this wouldn’t work, she put her chair in front of me and rested the notebook on my lap. She then proceeded to write, looking at my earlier writing. She made two lines of letters and letter-like forms, studied her writing for a few seconds, and then erased the first three or four forms.
During literacy events, the children would focus their attention on the activity and the participants involved. The attention was a total, all-consuming type of action—no one and nothing would distract them from the focus of their interest. The children’s involvement in literacy events often was so intense that they did not seem to be aware of anyone else’s presence in the room. A child could be sitting in the book area with other children and adults climbing over him/her to get books and that child would simply ignore the others as if they did not exist.
Excerpt from Field Notes (9/14/89, 10:45 A.M.):
Jeffrey sat in a chair next to me in the book corner. I told him to get a book and read to me. He took two books from the shelf and started looking at one of them. I moved my chair next to him, but Jeffrey continued to look at the pictures in the book silently, ignoring my presence. Jeffrey sat and read this way for the next ten minutes, never once acknowledging my presence.
Excerpt from Field Notes (2/26/90, 2:10 P.M.):
Billy took a book from the shelf to read. He took a chair that was near the bookshelf and turned it toward the shelf. He sat and read quietly by himself. During this time, the room was excessively noisy. Cathy, Eileen, and Laura, the speech pathologist were all talking at once and walking around the book area. Billy, however, continued reading by himself and seemed to be unaware of anyone else’s presence.
Excerpt from Field Notes (3/8/90, 10:45 A.M.):
Michael was sitting in the rocking chair reading. He read “Mother Goose Rhymes”, ignoring everyone else, including David’s fit (he was screaming and kicking Cathy as she removed him from the rug area and took him to the time-out room).
The children seemed to consider books and other print materials important enough to warrant their undivided attention. Note, in the excerpts below, how intensely the children focused on the print materials involved in various literacy events.
Excerpt from Field Notes (12/5/89, 12:40 P.M.):
Billy was in the kindergarten hearing-impaired class and Amy, the teacher, was reading the book “Frosty, the Snowman.” Billy was sitting next to Steve and he had difficulty seeing the book as Amy read. Billy, to get a better view of the book, leaned all the way over and was almost in Steve’s seat.
Excerpt from Field Notes (2/15/90, 9:40 A.M.):
Cathy was absent and the substitute teacher was showing a filmstrip. As she showed each frame, she signed the caption for the frame. All of the children attended quietly. Michael, David, and Jeffrey watched intently, David with his hand on his chin, Michael with his mouth open and his eyes wide, and Jeffrey with his eyes on the filmstrip image on the screen.
Excerpt from Field Notes (12/4/89, 2:30 P.M.):
Cathy was reading the book “The Snow Baby” to Billy and Janine. Both looked intently at the pictures, their eyes never leaving the book, Billy with his mouth slightly open and Janine with the little finger of one hand in her mouth.
Excerpt from Field Notes (2/1/90, 9:40 A.M.):
Cathy read the story of “The Three Billy Goats Gruff” to the children as they sat at the table. Michael sat with his mouth open, looking at the pictures; Jeffrey was on his knees, looking at the book; David had his head down on the table, staring at the book.
The intensity with which the children focused on print materials was also observed in their attention to others, both adults and peers, as they engaged in literacy events.
Excerpt from Field Notes (11/21/89, 1:30 P.M.):
Billy and Janine went to the table for an experience story. Both watched intently as Cathy wrote. Janine sat on her knees, leaning toward Cathy as Cathy wrote about Thanksgiving on the chart.
Excerpt from Field Notes (10/19/89, 9:10 A.M.):
Cathy had just finished drawing Michael’s picture on the chalkboard. Michael pointed to the letters on his shirt and indicated (through gestures) that he wanted Cathy to write the letters on the chalkboard picture of him. Michael, Jeffrey, and David were very attentive as Cathy fingerspelled the word (Ramp) and then wrote it on the chalkboard. David leaned forward to look at Michael’s shirt as Cathy fingerspelled and then wrote the letters.
Excerpt from Field Notes (1/2/90, 12:30 P.M.):
Cathy asked Billy to spell his name and he spelled only the second letter.
Cathy: Listen to how I spell it.
Cathy then spelled Billy’s name very quickly and Billy repeated the spelling slowly, letter by letter as Cathy wrote it on the Happy Faces chart.
The children worked hard during literacy events, as if they were attempting to crack the code of written language. They demonstrated this serious, thoughtful attitude whenever they engaged in literacy events, whether it was to learn the spelled, fingerspelled, or written forms of their names, how to read books or experience charts, or how to write names or words.
Excerpt from Field Notes (12/4/89, 2:45 P.M.):
Janine sat by me, reading a sign print book. Billy joined us and stood next to Janine. Both children tried to make the signs by looking at the pictures in the book. Billy, in particular, was very interested in the sign pictures and was trying hard to figure out how to form the signs.
Excerpt from Field Notes (1/12/90, 10:30 A.M.):
Michael and Jeffrey were reading experience charts with Cathy. They were working on the State Fair story and Cathy pointed to a word and and asked them what it said. Michael, who had read the word earlier, looked at it and had an expression on his face that seemed to say, “I should know that word.”
Excerpt from Field Notes (2/12/90, 2:40 P.M.):
Janine took a turn to write in my notebook. She stopped to think before writing. She crossed her legs and got a thoughtful look on her face (eyes looking up, mouth seeming to say, “Ummmm”). She then started to write letters and letter-like forms.
Jon struggled throughout the year to learn to read and spell his name, and he persisted until he managed to crack the code for his name.
Excerpt from Field Notes (9/26/89, 12:55 P.M.):
Jon chose his name card after looking at his and Janine’s name cards for about ten seconds.
{It was hard to tell if this was just a good guess or if Jon actually recognized his name.}
Excerpt from Field Notes (10/2/89, 12:30 P.M.):
Jon said, “I don’t know,” when Cathy asked him which name card was his. He then spelled his name after Cathy.
{Although Jon seems uninterested in recognizing his name (or unable to recognize it?), he does seem to enjoy spelling his name after Cathy, but he doesn’t seem to have made the connection between the spelling and his written name.}
Excerpt from Field Notes (11/14/89, 12:30 P.M.):
Cathy gave Jon a sticker to put on his bus card.
Jon: (as he pointed to his bus card) This one mine?
Jon almost put his sticker on Jeffrey’s card (next to his), stopped for a second and looked at the card, and then put the sticker on his card.
Excerpt from Field Notes (12/12/89, 2:45 P.M.):
The children finished gluing gingerbread houses on construction paper and both Billy and Janine wrote their names on their products. Cathy wrote Jon’s name on his paper and he tried to copy it after asking if he could write his name. He then asked me to write his name again and, as I wrote it, he spelled it with me.
When Cathy spelled or fingerspelled names and words, the children watched attentively and tried to repeat the spellings and fingerspellings. If I labeled the drawings they made in my notebook, the children would show an interest in the words and often attempt to copy them.
Excerpt from Field Notes (9/15/89, 8:50 A.M.):
Cathy forgot to write Michael’s name on the Happy Faces chart and Michael fingerspelled an M and an i for his name. Cathy then wrote his name on the board and he fingerspelled it with her, letter by letter.
Excerpt from Field Notes (11/9/89, 8:35 A.M.):
Michael was writing in my notebook. After writing his name, he asked me to write some other letters that he fingerspelled to me: r a e n r m a a. After I wrote the second a, Michael tried to copy it. He asked me to write another a and he again attempted to write it, but he didn’t feel he could. He made an attempt and then erased most of it.
The concentration and intensity exhibited by the children in the current study have been observed in studies of other hearing-impaired children. Most notably, Maxwell (1983, 1984), in a longitudinal study of a Deaf child of Deaf parents (Alice), noted the child’s efforts and seriousness when attacking written language:
Alice began to require that her father read every line and every page of a book…at other times she turned pages the wrong direction; e.g. she labored through the first page of a story, then turned back to the title page instead of on to the second page… It was as if getting the details was more important than the story for the moment. (Maxwell, 1984, p. 207)
Refusal to Stop Reading, Writing, or Drawing
There were times when the children were so engrossed in reading, drawing, or writing that they could not or would not stop. Continuing to read, draw, or write instead of cleaning up after playtime was understandable, but the children also persisted with their literacy activities during Happy Faces time (i.e., time to go home) or at the start of recess.
Excerpt from Field Notes (9/29/89, 8:45 A.M.):
Michael was sitting and writing his name on a slate board. Cathy called him over for his listening check. Michael ignored her and continued his writing. Cathy then came over to get Michael and told him, “I hate to interrupt your writing, but it’s time for you to listen.”
Excerpt from Field Notes (4/27/90, 8:50 A.M.):
David and Michael were drawing and writing on the chalkboard in the front of the room. Cathy told them to stop and clean up and they both had fits because they didn’t want to stop drawing and writing on the board. Michael started crying and grabbing at the chalkboard while David made fists with his hands and refused to let go of the chalk he was holding.
Excerpt from Field Notes (10/12/89, 10:55 A.M.):
It was time for Happy Faces, but Michael and Jeffrey would not stop reading. The other children went to the table and Cathy reminded Michael and Jeffrey that it was time to go home, but they continued to read until Cathy started counting Happy Faces with David.
Excerpt from Field Notes (3/27/90, 2:00 P.M.):
Janine was lying on her back on the rug reading a book. Eileen took off Janine’s auditory training unit and helped her put on her own hearing aids in preparation for recess. Billy and Jon went to the line-up area, but Janine continued to lay on her back, reading. She stayed this way until she finished her book.
Excerpt from Field Notes (4/30/90, 2:10 P.M.):
Billy was busy writing words in my notebook. Cathy announced that it was time for recess, but neither Billy nor Janine (who was watching Billy write) wanted to leave. Janine left when she saw Jon go to the line-up area, but Billy stayed and continued writing until I interrupted him.
Physical Involvement
The children’s engagement in literacy events often involved physical responses on their part. Sometimes, they would move physically close to the materials involved or to the person in control of the literacy event while, at other times, they would feel a need to physically isolate themselves from others to gain the full benefits of the literacy experience.
Excerpt from Field Notes (9/7/90, 9:05 A.M.):
Darrell brought the Share Bag today. After all the children had a turn to feel the bag and guess its contents, Cathy opened the bag and removed a book. The children got excited and moved very close to Cathy to get a better look. They pointed at the pictures and grabbed at the book.
Excerpt from Field Notes (10/5/89, 9:30 A.M.):
Cathy sat on the pillow with David and read his favorite book (“I Help Mommy”) to him. At one point, David bent way down (his nose was almost touching the book) to get a better look and he pointed to a picture in the book.
Excerpt from Field Notes (2/8/90, 8:50 A.M.):
Michael was writing in my notebook and David and Jeffrey decided to join us. All three boys sat with their heads together forming a circle as they bent over Michael’s writing.
Excerpt from Field Notes (2/15/90, 9:30 A.M.):
Darrell put his head close to his paper as the substitute teacher helped him write his name by holding and guiding his hand.
Excerpt from Field Notes (5/14/90, 12:30 P.M.):
Jon was standing in the kitchen reading to himself. Janine came over to where Jon was standing and he told her, “I am reading, please.” He then went to the bookshelf, took another book and sat in the center of the rug by himself to read undisturbed.
Worthiness of Work
The children thought their work was important enough to show to others and to take home to their parents. Note, in the two excerpts below, the change in Darrell’s attitude as he seemed to develop an awareness of the importance of his and the other children’s drawings and writings.
Excerpt from Field Notes (10/6/89, 9:40 A.M.):
Darrell took the picture he made and started to throw it away. Cathy told him to take it home to his mother. She then took it and put it in his backpack.
{Yesterday, Darrell had also thrown away his painting.}
Excerpt from Field Notes (11/3/89, 10:20 A.M.):
Darrell took his picture of random lines and colorings and put it in his backpack.
{This was the first time Darrell wanted to take work home. In the past he has thrown his work away or attempted to throw it away. Today he seemed proud of what he had done and wanted me to roll it up so he could put it in his backpack.}
Darrell then took Jeffrey's picture and went to the coat hooks to put it in Jeffrey's backpack. Next, Darrell went and took Michael's paper and showed me (by rolling up his shirt) that he wanted me to roll up that picture. Cathy then helped Darrell put Michael’s picture away.