Teaching Reading to Deaf or Hard of Hearing Students: A Multi-Pronged Approach

Abstract

This comprehensive article delves into the multifaceted nature of teaching reading to Deaf or hard of hearing students. It explores the significance of American Sign Language (ASL), bilingual-bicultural approaches, graphemic awareness, and the essentials of modern reading pedagogy in the context of Deaf education. Drawing upon existing research and educational practices, this article aims to provide a comprehensive overview of effective strategies for teaching reading to Deaf and hard of hearing students.

Introduction

Deaf or hard of hearing individuals represent a unique linguistic and cultural group. Effective reading instruction for this population necessitates a specialized approach that recognizes the complexities of language acquisition, cultural identity, and cognitive development. This article examines the key components of teaching reading to Deaf or hard of hearing students, including ASL, bilingual-bicultural approaches, graphemic awareness, and modern reading pedagogy.

American Sign Language (ASL)

ASL is a critical element of effective reading instruction for Deaf or hard of hearing students. ASL is a complete, natural language with its own grammar and syntax. Research has shown that early exposure to ASL is correlated with improved language and reading outcomes in Deaf children (Mayberry et al., 2011). Integrating ASL into…