Tell Me How It Reads
Tutoring Deaf and Hearing Students in the Writing CenterBook - 2012
Deaf students are attending mainstream postsecondary institutions in increasing numbers, raising the stakes for the complicated and multifaceted task of tutoring deaf students at these schools. Common tutoring practices used with hearing students do not necessarily work for deaf people. Rebecca Day Babcock researched and wrote Tell Me How It Reads: Tutoring Deaf and Hearing Students in the Writing Center to supply writing instructors an effective set of methods for teaching Deaf and other students how to be better writers.
Babcock’s book is based on the resulting study of tutoring writing in the college context with both deaf and hearing students and their tutors. She describes in detail sessions between deaf students, hearing tutors, and the interpreters that help them communicate, using a variety of English or contact signing rather than ASL in the tutorials. These experiences illustrate the key differences between deaf-hearing and hearing-hearing tutorials and suggest ways to modify tutoring and tutor-training practices accordingly. Although this study describes methods for tutoring deaf students, its focus on students who learn differently can apply to teaching writing to Learning Disabled students, ESL students, and other students with different learning styles. Ultimately, the well-grounded theory analysis within Tell Me How It Reads provides a complete paradigm for tutoring in all writing centers.
This book supplies writing instructors an effective set of methods for teaching Deaf and other students how to be better writers, using a well-grounded theory analysis that provides a complete paradigm for all tutoring of writing.
Babcock (English, U. of Texas of the Permian Basin) offers writing instructors a set of methods for teaching deaf students to be better writers. She draws on a study of deaf and hearing students and their tutors in two mainstream colleges to describe sessions between deaf students, hearing tutors, and the interpreters that help them communicate. Culling 36 interviews and 19 tutoring sessions with 16 participants, she describes the key differences between deaf-hearing and hearing-hearing tutorials and suggests ways to modify tutoring and tutor-training practices. She provides details on the tutees and tutors, the research context, the content of a tutoring session, interactions in sessions, interpreters and administrators, interpersonal factors, key tutoring factors, the efficacy of common tutoring techniques, contributing and complicating factors, and recommendations for practice. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)