Abstract

The general goal for this project was to demonstrate how to modify history textbooks for the subject area of Social Studies. My experiences at internships recognized needs at the middle school level to have revised textbooks for students of normal intelligences but below-grade-level reading skills. However, practical problems obtaining a sample of children at the middle school level prevented me from demonstrating the problem or the solution at that level. So the goal of this project was to illustrate the process and the potential positive outcomes by using first-year college students instead. I expected the benefits to be similar at other age levels. The modified texts were based on literature reviews to support this project. The literature review topics covered learning English as a second language, strategies in reading by deaf learners, and deconstruction of the language of history textbooks. The method processes included giving out series of non-modified and modified, reading passages, worksheets to test their comprehension, and attitude survey. The result showed that some participants performed better with Modified Texts and in the attitude survey, the results showed higher and positive responses for Modified Text when compared to Original Text.

Publication Date

9-20-2005

Document Type

Master's Project

Student Type

Graduate

Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)

Advisor

DeFilippo, Carol

Advisor/Committee Member

Bateman, Gerald

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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