Reading and Deafness: State of the Evidence and Implications for Research and Practice

Abstract

Over the years, persistently low achievement levels have led scholars to question whether reading skill development is different for deaf readers. Research findings suggest that in order for deaf students to become proficient readers, they must master the same fundamental abilities that are well established for hearing learners, regardless of the degree of hearing loss or communication modality used (e.g., spoken or signed). The simple view of reading (SVR), which hypothesizes the critical role both language abilities and phonological skills play in development of reading comprehension, provides a model for understanding the reading process for a wide range of students and has the potential to shed light on the challenges deaf students have historically experienced in achieving age-appropriate outcomes. Therefore, the purpose of this paper is to review the components of the SVR and use this conceptual model as the basis for exploring and discussing both historical and current research evidence in reading and deafness, with a particular focus on phonological skills. Recommendations for future research and practice based on the existing body of literature will also be provided.importance of the ability "to decode and encode written language to attain or construct meaning" (p. 90) as well as apply strategies to both comprehend and create text. While the authors acknowledged a number of current literacy theories (e.g., constructivism, cognitivism, cognitive-processing, social learning), and the influence each may have on interpreting the nature of skill development, the specific abilities explicated when describing the QSH (e.g., word recognition, orthographic processing, vocabulary development, fluency, reading comprehension instruction, phonology, and phonological processing) were not directly tied to a specific framework or theory.Considering the aforementioned skills, [10] we see this perspective closely aligned with the Simple View of Reading (SVR) [11], which establishes the critical role that both language and phonological skills play in the development of reading comprehension abilities. While it has been suggested that the SVR "is neither a full theory of reading nor a blueprint for instruction" [12] (p. 75), it has become a widely accepted framework for understanding the abilities required for developing reading competencies, explaining reading challenges and disabilities, assessing prerequisite skills and reading outcomes, and selecting appropriate instructional interventions to meet students' identified needs. Given the strong theoretical and empirical base for the SVR, coupled with the insights garnered regarding students with reading disabilities as part of its development, we contend that the SVR provides a model for understanding the reading process among a wide-range of students, including those who are deaf, and serves as an appropriate framework for explaining development within the context of the QSH.The benefit of explicitly interpreting the QSH [10] in light of the SVR [11] is that it provides t...

A phenomenological case study of a graduate comprehensive deaf education teacher preparation program : implications for collaborative educational leadership in diverse contexts

“…Deafness has been defined in a multitude of ways (Paul & Jackson, 1993;Paul & Whitelaw, 2011;Trezek et al, 2010). Perceptions of deafness often influence the terminology used to define deafness and tend to center around two distinct paradigms, one in which deafness is viewed from a medical or clinical perspective and the other in which deafness is viewed from a cultural perspective (Paul & Jackson, 1993).…”

“…deaf. Individuals who are deaf have a bilateral hearing loss which audiometrically places their hearing loss within a severe to profound category (Trezek et al, 2010). A severe category indicates an unaided hearing loss within the 70-90 decibel (dB) hearing level (HL) range.…”

“…Hard of hearing. Audiometrically, individuals who fall within the category of hard of hearing have hearing acuity that is better than a severe level of 70 dB HL (Trezek et al, 2010). Paul and Jackson (1993) and Paul and Whitelaw (2011) noted that individuals were labeled hard of hearing based on the successful use of their remaining hearing or residual hearing.…”

“…Most researchers are in agreement that a hearing sensitivity of 25 decibels hearing level (25 db HL) or better is considered to be at the upper limits of the normal range of hearing sensitivity for adults (Flexer, 1994;Northern & Downs, 1991;Trezek et al, 2010;Tye-Murray, 2009;Welling & Ukstins, 2015). Some researchers believe the 25 dB HL cut off is inadequate for children (Flexer, 1994;Northern & Downs, 1991;Welling & Ukstins, 2015).…”

“…Language was addressed within the areas of early intervention and cochlear implants because of their impact on positive language outcomes within the field of educating learners who are d/DHH (Geers & Nicholas, 2013;Nicholas & Geers, 2008;Lenihan, 2010;Meinzen-Derr, Wiley, & Choo, 2011;Yoshinaga-Itano, 2003). Reading and print literacy was the final section highlighted due to the long-standing challenge in reading outcomes of students who are d/Deaf and hard of hearing (Luckner, 2013;Spencer & Marshark, 2010;Traxler, 2000;Trezek et al, 2010) as well as the importance of reading living in a global society (Luckner, Sebald, Cooney, Young III, & Muir, 2005/2006.…”