Assistant Professor of Education and Co-Chair of the Education Department, Director of M.S. in Curriculum and Instruction Program
Tel: (301) 696-3464
Office: Tatem Arts Center, Room 115
Office Hours: Monday: 2-5 p.m.; Tuesday and Wednesday: 1-5 p.m.
- Ed.D, University of Maryland
- M.A., Hood College
- B.A., Towson University
- EDUC 317 Materials for Teaching Reading
- EDUC 340 Assessment of Reading Instruction
- EDUC 360 Introduction to the Teaching Internship
- EDUC 460 Professional Development Seminar
- EDUC 316 Reading Instruction
- EDUC 518 Reading Instruction: Elementary
- EDUC 521 Contemporary Issues in the Teaching of Reading
After earning my Master's degree in the Reading Specialist Program and teaching as an adjunct here at Hood College, I feel I have returned to my roots! I was a Frederick County Public School employee for over 32 years having worked as an elementary classroom teacher, reading specialist, and elementary principal. Fortunately for me, I have been able to work with kindergarteners through 9th graders in a variety of school settings, including a wing school for seriously emotionally disturbed youngsters.
I have a special interest and affiliation with the Maryland School for the Deaf as my husband was the school psychologist there for over 30 years. I regularly incorporate the use of American Sign Language (ASL) in my teaching. It is such a highly motivating, multi-modality method of communication, and we have seen documented success with using ASL in the classroom instructional setting. I, therefore, make it part of my curriculum here at Hood with both my undergraduate and graduate students. I have made many presentations at local, state, and national levels on this very technique, especially as it facilitates concept and vocabulary acquisition.
Research and Teaching Interests
I am particularly interested in exploring the use of American Sign Language (ASL) in the hearing classroom. I am currently beginning an activity where we will be teaching hearing kindergarteners their sight vocabulary by linking the word with its ASL sign. The ASL signs are most often very iconic and can paint a cognitive picture of the word's conceptual meaning. Pairing this attribute with the motoric, visual, and auditory aspects of ASL, acquisition of the identified word should be powerfully facilitated. Perhaps the most attractive aspect of this technique (at least according to the students themselves), is the uniqueness and "cool factor" of learning ASL! We will be keeping and analyzing data for future presentations and writings.
- Sherman,J and Koitz,E. (2010). Using manipulatives and sign language to improve comprehension and vocabulary. ReadWriteThink. Newark,DE: IRA. (submitted for revision)