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- W1810415017 abstract "In deaf education , the sign language skills of teacher and interpreter candidates are infrequently assessed; when they are, formal measures are commonly used upon preparation program completion, as opposed to informal measures related to instructional tasks. Using an informal picture storybook task, the authors investigated the receptive and expressive narrative sign language skills of 10 teacher and interpreter candidates in a university preparation program. The candidates evaluated signed renditions of two signing children, as well as their own expressive renditions, using the Signed Reading Fluency Rubric (Easterbrooks & Huston, 2008) at the completion of their fifth sign language course. Candidates' evaluations were compared overall and across 12 sign language indicators to ratings of two university program professors. Some variation existed across ratings for individual indicators, but generally the candidates were aware of and could accurately rate their own abilities and those of two signing children." @default.
- W1810415017 created "2016-06-24" @default.
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- W1810415017 date "2015-01-01" @default.
- W1810415017 modified "2023-10-17" @default.
- W1810415017 title "Preservice Teacher and Interpreter American Sign Language Abilities: Self-Evaluations and Evaluations of Deaf Students’ Narrative Renditions" @default.
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- W1810415017 doi "https://doi.org/10.1353/aad.2015.0027" @default.
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