Contemporary Reading Practices for Deaf and Hard of Hearing Students in Urban Day Schools: A Comprehensive Examination through the Lenses of Social Justice, Equity, Historical Materialism, and the Integration of Modern Technology

Abstract

This article offers a detailed and comprehensive exploration of contemporary reading practices for students who are deaf or hard of hearing in urban day schools. Drawing inspiration from Keith S. Lockwood’s 2006 Ph.D. research at New York University, we delve deeply into the critical role of these practices while integrating perspectives on social justice, equity, historical materialism, and modern technological applications. The article highlights the evolution of reading practices and examines their alignment with principles of social justice, equity, and historical materialism. Furthermore, it delves into the integration of modern technology, including advanced screen readers, interactive digital content, and online ASL resources, and how these tools have transformed literacy education for deaf and hard of hearing students in the digital age.

Introduction

Contemporary reading practices for students who are deaf or hard of hearing have undergone significant transformation over the years. These practices are no longer just about literacy; they have evolved into a holistic approach rooted in principles of social justice, equity, and historical materialism. This article…