Deaf - Hard of Hearing

Literacy

  • September 3rd, 2013
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We cannot expect students to achieve high levels of performance without effective educational practices (Marschark, M., Lang, H., & Albertini J., Educating Deaf Students: From Research to Practice, 2002).

Teachers of students who are deaf or hard of hearing must be knowledgeable about the best practices in literacy instruction because it is through literacy that students who are deaf or hard of hearing will be able to fulfill their own educational and career goals.  Students who are deaf or hard of hearing can become proficient readers and skilled writers who use literacy to communicate and learn.  They need teachers who deliver quality literacy instruction throughout their school years  (Schirmer, Barbara, R., Language and Literacy Development in Children who are Deaf, 2000).

The evidence base establishing successful intervention approaches continues to be severely limited, although there is general support for increased provision of background information, directed reading activities, explicit teaching of reading comprehension strategies, use of age-appropriate reading materials , and both reading and writing in content areas of the curriculum.  (Spencer, P., & Marschark, M., Evidence-Based Practice in Educating Deaf and Hard of Hearing Students, 2010).

Children who are deaf or hard of hearing can face significant challenges developing the language and literacy skills needed to succeed in school and to become self-sufficient adults. For many years, PaTTAN has been working in tandem with national experts to conduct research through pilot projects, and to offer trainings on literacy development of students who are deaf or hard of hearing. As a result of these efforts, numerous tools for assessing students and informing instruction based on data driven decisions were created and shared.

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Consultants

  • Jane Freeman
    Deaf/Hard of Hearing, Leadership, Secondary Transition, Educational Interpreters, Deaf-Blind
  • Sue Ann Houser
    Deaf/Hard of Hearing, Reading, Deaf-Blind
  • Michelle Bilinsky
    Deaf/Hard of Hearing, Secondary Transition, Inclusive Practices, Deaf-Blind, Procedural Safeguards
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