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The Fairview Learning five component program provides direct access to ASL and opens a window for hearing and deaf people to begin to think and sign bilingually.
1. The Bridge Lists & The Bridging Process
The Bridge Lists are English phrases requiring American Sign Language (ASL) translation for understanding. For example, down the street requires multiple sign concepts, depending upon the context. “A ball hit down the street,” is signed differently from, “A man walked down the street.” If down the street is signed the same way in both sentences, meaning is lost. Bridging also allows the conceptual signing of phrases, rather than the word for word signing required by most sign codes. For example, if one signs, Put out the fire, word by word, one is literally signing, Pick up the fire and put it outside. Bridging provides the visual translation of the phrase’s true meaning, Extinguish the fire.
2. Adapted Dolch Words
The Dolch Words are commonly used words found in the majority of basal readers. Deaf children and hearing children do not learn the Dolch words the same way. For example, made is a Dolch word which has multiple meanings – I made a present for you; I made my bed; I made money; My brother made me do that; The rain made the grass green. Most hearing children acquire the various meanings effortlessly through their sense of hearing. Deaf children, on the other hand, must see the different meanings in context in order to acquire them.
3. Phonemic Awareness
Even though skilled deaf readers make use of phonological information, just how they utilize the code to figure out a word or passage remains a mystery! Therefore, our shortcut to basic phonemic awareness and teaching strategies allow all readers a basic structure to decode the printed word.
4. Reading Comprehension & Bridging
Structured reading exercises are used to teach children better comprehension, decoding skills, and how to use contextual clues. Bridging, as well as other interactive techniques, allow Deaf children to steadily progress in their reading skills.
5. ASL Development/Spontaneous Written English
Language experience stories facilitate the development of reading skills with Deaf students. Two kinds of interactive situations are utilized. The first situation involves students telling personal stories to the ASL instructor who then retells the stories modeling proper ASL. Students then sign their stories again, implementing proper ASL structures. The second situation occurs during other class times when students translate their ASL stories into written English or dictate spontaneous and personal short stories to their teachers. These stories are edited into proper English by the teachers, and copied and illustrated by the students.
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