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The volume foregrounds peer-to-peer learning, learning assessment, and curriculum development through qualitative and collaborative methods, including game-led design and multimodal writing initiatives. 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The series is designed for publications that are of current relevance to the field but are not easily accommodated within the scope of conventional outlets. This innovative format is ideal for young researchers and first-time authors publishing work of high academic quality. The series is intended to be a tool for stimulating research in emerging areas, with particular emphasis on promoting Deaf authors and authors in countries where sign language studies and Deaf Studies are not yet established disciplines.  \nTitles in the Ishara Research Series  \n1-Language Vitalization through Language Documentation and Description in the Kosovar Sign Language Community, Karin Hoyer  \n2-Algerian Jewish Sign Language: Its emergence and survival, Sara Lanesman  \n3-Sign Bilingualism in Education: Challenges and perspectives along the research, policy, practice axis, Carolina Plaza-Pust  \n4-Serious Games in Co-creative Facilitation: Experiences from Crosssectoral Work with Deaf Communities, Ulrike Zeshan  \n5 – READ WRITE EASY: Research, practice and innovation in deaf multiliteracies (Volume 1), Jenny Webster & Ulrike Zeshan  \nIshara Research Series, 5  \nREAD WRITE EASY: Research, practice and innovation in deaf multiliteracies (Volume 1) .  \nJenny Webster & Ulrike Zeshan / Lancaster: Ishara Press 2021. ISBN 978-0-9929221-5-3  \nPublished by Ishara Press  \nLancaster and Worthing (interim), United Kingdom  \n5 Dominion Road, Worthing BN14 8JY  \n[www.ishara.uk](www.ishara.uk)  \n[Published 2021.](Published 2021.)  \nREAD WRITE EASY: Research, practice and innovation in  \ndeaf multiliteracies (Volume 1)  \nJenny Webster & Ulrike Zeshan (Eds.)  \nTable of Contents  \nPreface  \n1. Introduction: From literacy to multiliteracies with deaf learners  \nJenny Webster and Ulrike Zeshan  \nPART 1  \n2. Assessing deaf students’ development of English literacy in a peer-to-peer learning programme  \nDaniel Waller, Christian Jones and Jenny Webster  \n3. Tracking learning with primary school children ina deaf school in India  \nNirav Pal, Jenny Webster and Ulrike Zeshan  \n4. Deaf peer tutors’ decision-making when teaching multiliteracies to deaf learners in India, Uganda and Ghana  \nJenny Webster and Eilidh Rose McEwan  \n5. Identifying and meeting the training needs of deaf sign language users as professionals in deaf education contexts  \nRebecca Olivia Nankinga  \nPART 2  \n6. The reverse curriculum: Game-led design for accessible learning  \nUlrike Zeshan  \n7. Qualitative data from learner portfolios  \nNirav Pal  \n8. Collaborative curriculum development  \nUlrike Zeshan  \n9. The storymakers mini-project: Encouraging  \nchildren’s multimodal writing  \nJulia Gillen and Uta Papen  \n1  \n23  \n59  \n105  \n133  \n175  \n195  \n237  \n257  \nPreface  \nThis publication, appearing in the form of two related volumes, is the result of a substantial process of research in the field, analysis of data, and coordinating the writing of chapters with many contributors. The several successive research projects that are the basis for the two volumes are described in the introductory chapter.  \nWe would like to thank each of our expert contributors and all of the project participants, research team members and partner institutions who made this book possible. The respective individuals and institutions are acknowledged in the relevant chapters of both volumes. We also acknowledge the Vidya Bhawan Society, who have been our partner in India during the production phase of the books.  \nTo make these publications possible, each author gave their time and expertise generously throughout 2020 and 2021, despite the","cbCaitvyXlkefuqq","https://ap.wps.com/l/cbCaitvyXlkefuqq","pdf",19234099,283,"English","# Preface\n## Introduction: From literacy to multiliteracies with deaf learners\n# Part 1\n## Assessing deaf students’ development of English literacy in a peer-to-peer learning programme\n## Tracking learning with primary school children ina deaf school in India\n## Deaf peer tutors’ decision-making when teaching multiliteracies to deaf learners in India, Uganda and Ghana\n## Identifying and meeting the training needs of deaf sign language users as professionals in deaf education contexts\n# Part 2\n## The reverse curriculum: Game-led design for accessible learning\n## Qualitative data from learner portfolios\n## Collaborative curriculum development\n## The storymakers mini-project: Encouraging children’s multimodal writing","[{\"question\":\"What is the focus of this volume in deaf multiliteracies research?\",\"answer\":\"It focuses on how deaf learners develop literacy and multiliteracies, supported by research, practice, and innovation in accessible education contexts.\"},{\"question\":\"What kinds of learning and curriculum approaches are covered?\",\"answer\":\"The table of contents includes peer-to-peer learning, learner portfolio data, collaborative curriculum development, game-led design, and multimodal writing projects.\"},{\"question\":\"Who is the publication intended to support?\",\"answer\":\"The series is designed to stimulate high-quality research and encourage Deaf authors and emerging scholars, especially in countries where sign language studies and Deaf Studies are still developing.\"}]","READ WRITE EASY: Research, practice and innovation in deaf multiliteracies - Volume 1 - Open access research series | PDF",713]