The purpose of the study was to uncover and describe psycholinguistic and sociocognitive factors facilitating effective reading by signing adults who are profoundly deaf and do not use hearing technology. The sample comprised four groups, each consisting of 15 adults, for a total of 60 participants. The four groups were deaf high-achieving, deaf low-achieving, hearing high-achieving, and hearing low-achieving. Measurements included a language background interview and think-aloud reading discussion. Through the lens of a grounded theory approach, the conditions that facilitate effective reading were uncovered-by coding and categorizing themes, relating the codes and categories, and determining a central theme. It was found that there are similarities and differences in how deaf and hearing people process phonological codes and conceptualize language, and that access to varied instructional strategies and meaningful language experiences is an overarching theme in effective reading.

The purpose of the study was to identify factors related to reading comprehension, and to compare similarities and differences in the reading processes of deaf and hearing adults. The sample included four groups, each consisting of 15 adults. The groups were identified as (a) deaf high-achieving readers, (b) deaf low-achieving readers, (c) hearing high-achieving readers, and (d) hearing low-achieving readers. Measurement instruments included a demographic form along with assessments of reading comprehension, phonological skills, and metacognition, the latter of which contained both a making-inferences measure and a think-aloud discussion with a reading strategies checklist. Results indicated that deaf high-achieving readers performed similarly to hearing high-achieving readers, except for phonological skills, and that for all participants, phonological skills and metacognition were related to reading comprehension skills.

The movement towards inclusive public education for deaf and hard of hearing children (DHH) has steadily gathered momentum during the last fifty years. Both within the United States and abroad, inclusive public education has been facilitated through legislative action with varied results. Varied interpretation of inclusion policy, notably the “Least Restrictive Environment” (LRE) clause of the Individuals with Disabilities Education Act in the United States, an emphasis on assimilation, and a default preference for auditory-oral communication have often resulted in isolating and inaccessible experiences for DHH students in the mainstream. The purpose of this article is to review theory and research on effective practices in inclusion for DHH students. The research is summarized with respect to accessibility, social-emotional considerations, and language policy. It is often asserted that communication access and cultural identity are major factors that impact the successful inclusion of these students with bicultural identity related to greater wellbeing. Deaf schools may be the LRE placement option for some students and source of resource and support for DHH students and educators in all settings. The authors suggest that a shift towards a more inclusive experience in mainstream settings is emerging through the use of Universal Design for Learning (UDL), classroom technology, and culturally responsive education that integrates sign language and Deaf culture to foster bicultural identities. Strategies for effective inclusion include co-enrollment, deaf awareness programming, and consistent policy that equalizes the status of sign languages. Future research is recommended in effective practices in auditory and visual accommodations, integration of technology in K-12 classrooms, and the relation of policy to practice in inclusive education for DHH students.

Research on literacy in deaf communities tends to concentrate on the literacy development and experiences of children and adolescents, overlooking the literacy practices that provide the foundation for effective and meaningful reading in adulthood. However, exploring the reading strategies that high-achieving deaf adults use can have a cascading impact on understandings of literacy through the lenses of neurobiology, culture, education, and beyond. This chapter synthesizes the body of research on effective reading strategies used by deaf adults, asking: What reading strategies do high-achieving deaf readers use? How do high-achieving deaf readers develop reading strategies? What do the reading strategies reveal about earlier stages of literacy development and the components of effective reading? After exploring these questions, the chapter concludes by identifying areas for future research and proposing applications of current research on adult reading strategies to improve reading experiences and instruction for deaf and hard-of-hearing children.

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