By Samuel J. Supalla
Citation
Easterbrooks, S. R., Lederberg, A. R., Anita, S., Schick, B., Kushalnagar, P., Webb, M. Y.,
Barnum-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.
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.
(5 ½ minutes long)
The Power of ASL
10
Winter 2017 – Issue 8