Reading among diverse DHH Learners: What, how, and for whom?

Susan R. Easterbrooks, Amy R. Lederberg, Shirin Antia, Brenda Schick, Poorna Kushalnagar, Mi Young Webb, Lee Branum-Martin, Carol Mcdonald Connor

Research output: Contribution to journalArticle

13 Scopus citations

Abstract

STUDENTS WHO are deaf and hard of hearing (DHH) face challenges in learning to read. Much has been written about the relative importance of the different factors associated with success in reading, but these factors are disputed within the literature on DHH readers. The Center on Literacy and Deafness, funded by the Institute of Education Sciences, is engaged in a nationwide project to identify child-by-instruction interactions related to instructional factors that are malleable within the classroom context. In the present article, the authors describe the project, present the conceptual model on which it is based, explain the processes and procedures used to choose assessment tools, and discuss their theoretical view of how reading and instruction might differ based on an individual student’s language and level of functional hearing.

Original languageEnglish (US)
Pages (from-to)419-432
Number of pages14
JournalAmerican Annals of the Deaf
Volume159
Issue number5
DOIs
StatePublished - Jan 1 2015

Keywords

  • Deaf
  • Fingerspelling
  • Hard of hearing
  • Language
  • Literacy
  • Phonological awareness
  • Reading

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Speech and Hearing

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  • Cite this

    Easterbrooks, S. R., Lederberg, A. R., Antia, S., Schick, B., Kushalnagar, P., Webb, M. Y., Branum-Martin, L., & Connor, C. M. (2015). Reading among diverse DHH Learners: What, how, and for whom? American Annals of the Deaf, 159(5), 419-432. https://doi.org/10.1353/aad.2015.0002