With much earlier identification of hearing loss come expectations that increasing numbers of deaf children will develop literacy abilities comparable to their hearing age peers. To date, despite claims in the literature for parallel development between hearing and deaf learners with respect to early literacy learning, it remains the case that many deaf children do not go on to develop age-appropriate reading and writing abilities. Using written language examples from both deaf and hearing children and drawing on the developmental models of E. Ferreiro (1990) and D. Olson (1994), the discussion focuses on the ways in which deaf children draw apart from hearing children in the third stage of early literacy development, in the critical move from emergent to conventional literacy. Reasons for, and the significance of, this deviation are explored, with an eye to proposing implications for pedagogy and research, as we reconsider what really matters in the early literacy development of deaf children.

https://www.deafnetwork.com/file/FIRST-Luetke.pdf

What Really Matters in the Early Literacy Development of Deaf Children

We examined acquisition of grapheme-phoneme correspondences by 4 deaf and hard-of-hearing preschoolers using instruction from a curriculum designed specifically for this population supplemented by Visual Phonics. Learning was documented through a multiple baseline across content design as well as descriptive analyses. Preschoolers who used sign language and had average to low-average receptive vocabulary skills and varied speech perception skills acquired all correspondences after instruction. They were also able to use that knowledge while reading words. On a posttest, the children were able to decode graphemes into corresponding phonemes and identified about half of the words that were included during instruction. However, they did not identify any novel words. Descriptive analyses suggest that the children used Visual Phonics as an effective mnemonic device to recall correspondences and that deaf and hard-of-hearing preschoolers, even those with no speech perception abilities, benefited from explicit instruction in the grapheme-phoneme relationship using multimodality support.

/pdf/grapheme-phoneme-acquisition-of-deaf-preschoolers-4gkw82vgfo.pdf

Grapheme-phoneme acquisition of deaf preschoolers.

Students who are deaf or hard of hearing typically lack descriptors in their written expression. Visual tools are often used in the classroom with this population, without empirical support. This study used a single-subject changing criterion design in an attempt to fill the gap between practice and research. The purpose was to test the use of a visual tool with deaf or hard of hearing students in writing a response to age-appropriate action pictures. Three adolescent students who were deaf or hard of hearing were taught how to write a response to a series of questions using a visual tool and were guided through an experience of modeled, shared, guided, and independent attempts. The use of a visual tool in the practice of writing, along with faded teacher support, helped each student involved in the study increase the descriptiveness of his or her writing, as measured by the number of adjectives in his or her writing samples. However, while the number of adjectives increased, the number of action words an...

Using a Visual Tool to Increase Adjectives in the Written Language of Students Who Are Deaf or Hard of Hearing

Purpose In this study, we compared the language and literacy of two cohorts of children with severe–profound hearing loss, recruited 10 years apart, to determine if outcomes had improved in line wi...

/pdf/literacy-outcomes-for-primary-school-children-who-are-deaf-49aj4gqvep.pdf

Literacy Outcomes for Primary School Children Who Are Deaf and Hard of Hearing: A Cohort Comparison Study.

Contents: Preface. W.C. Stokoe, A Very Long Perspective. K. Emmorey, The Impact of Sign Language Use on Visuospatial Cognition. M. Marschark, T.S. Mayer, Mental Representation and Memory in Deaf Adults and Children. C. Courtin, A-M. Merlot, Development of Theories of Mind in Deaf Children. J. Leybaert, Effects of Phonetically Augmented Lipspeech on the Development of Phonological Representations in Deaf Children. P.E. Spencer, J.C. Hafer, Play as "Window" and "Room": Assessing and Supporting the Cognitive and Linguistic Development of Deaf Infants and Young Children. S. Gregory, Deaf Young People: Aspects of Family and Social Life. R.Q. Pollard, Jr.Psychopathology. V.J. Samar, I. Parasnis, G.P. Berent, Learning Disabilities, Attention Deficit Disorders, and Deafness. J.M. Bebko, E.E. McKinnon, Assessing Pragmatic Language Skills in Deaf Children: The Language Proficiency Profile. C.T. Akamatsu, C. Musselman, Development and Use of a Conversational Proficiency Interview With Deaf Adolescents. M.D. Clark, A Hitchhiker's Guide to Holes and Dark Spots: Some Missing Perspectives in the Psychology of Deafness.

Psychological Perspectives on Deafness : Volume II

This longitudinal study investigated the spelling development of young deaf children in the context of an integrated process writing classroom. Through the avenue of the writing conference and the examination of writing samples from cumulative writing folders, it was possible to identify and categorize the spelling strategies employed by the deaf writers as print-based, speech-based, and sign-based. The evidence from these data also provided insights into the nature of cognitive processes in the deaf child. I argue that, in the process of learning to spell, deaf children are creatively manipulating the cognitive artifacts society has put at their disposal to reanalyze and redefine their own linguistic systems, to bring them in line with the system that spawned these tools. I further argue that deaf children accomplish this manipulation through a reliance on an inner eye that, while proving efficient for learning to spell, appears to be less effective for learning to read and write.

Deaf Children Learning to Spell.

Process Writing: An Integrated Approach with the Hearing Impaired.

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Deaf Children Learning to Spell.

Process Writing: An Integrated Approach with the Hearing Impaired.