THE ABILITY TO READ AND WRITE for a variety of purposes is essential to success in school and in contemporary society. The purpose of this investigation was to conduct an exhaustive review of the literature and a meta-analysis of literacy research in the field of deaf education. Computer and manual searches of 40 years of peer-reviewed journal articles were conducted. A total of 964 articles related to literacy and deafness were identified and examined; 22 articles met the criteria for inclusion in the review. Results indicate that (a) no two studies examined the same dimension of literacy; (b) there was a paucity of well-designed group studies; (c) there were no systematic replication of studies; (d) there is limited data to establish evidenced-based practices. Consequently, increasing the quantity and improving the quality of research in the field is recommended. Read and Write-or Fail Literacy skills are essential to success in today's technological society. Everyday examples of these skills include accessing the Internet and sending and receiving e-mail; reading instructional manuals for the workplace, computers, or cars; following directions at work, for travel, or for taking medications; and reading the newspaper or enjoying a magazine or book. Literacy is also the key to functioning effectively in school. For most individuals, reading proficiency begins in early childhood, advances with formal reading instruction in school, and continues to increase as the result of quality educational, social, and recreational experiences throughout one's lifetime (Chall, 1996). Without well-developed literacy skills, students cannot participate fully in classroom learning. They are at much greater risk for school failure and lifelong problems with employment, social adjustment, and personal autonomy (Moats, 2000). Consequently, individuals who struggle to read and write are much more likely than literate people to drop out of school, go to prison, or struggle to find and keep meaningful, satisfying work (Cramer & Ellis, 1996). Literacy skills are also vital at a national level. Countries that are successful at instilling strong literacy skills in their citizens are in a better position to meet the economic challenges of operating in a global information-based economy. Simultaneously, citizens with strong literacy skills are better prepared to address today's complex educational, social, economic, and political issues. Finally, a population with strong literacy skills enables a country to better meet the complex social challenges it faces. For example, strong literacy skills are linked to better health outcomes for individuals (Berkman et al, 2004). Simultaneously, a highly literate population will be better able to participate in determining how best to allocate scarce national resources among competing priorities, such as education, health, transportation, the environment, defense, and social programs. The importance of literacy has been highlighted by the National Reading Panel (NRP), which was convened in 1997 in response to a congressional directive to review the scientific literature and to determine the most effective ways to teach children and youth to read. The NRP issued its report, and a summarizing document titled Put Reading First: The Research Building Blocks for Teaching Children to Read was developed and disseminated (National Institute for Literacy, 2001). These findings were then incorporated into the No Child Left Behind Act of 2001 (Pub. L. No. 107-110). NCLB emphasizes the development of literacy as well as school systems' accountability for student outcomes. School personnel are required to demonstrate that all students are reading at or above grade level by the end of the third grade, and that they continue to make adequate yearly progress in subsequent years. The NRP and NCLB support reading instruction based on "scientifically based research," which is defined as "rigorous, systematic, and objective procedures to obtain valid knowledge, which includes research that is evaluated using experimental or quasiexperimental designs, preferably with random assignment" (Slavin, 2002, p. …

An Examination of the Evidence-Based Literacy Research in Deaf Education

The American Federation of Teachers (1999) has stated that "the most fundamental responsibility of schools is teaching students to read" (p. 7). The central purpose of reading is comprehension--constructing meaning from text. The purpose of the present study was to identify, review, and summarize the research published in professional peer-reviewed journals related to reading comprehension and school-age students who are deaf or hard of hearing between 1963 and 2005. Fifty-two studies were identified and reviewed. The results were summarized in a table and reported descriptively. The most frequently researched reading comprehension teaching strategies were identified and discussed. The need for more research in this critical area was noted.

/pdf/a-summary-of-the-reading-comprehension-research-undertaken-5are6n9cq3.pdf

A summary of the reading comprehension research undertaken with students who are deaf or hard of hearing.

The authors conducted a synthetic review of the research literature on the reading development and reading instruction of deaf students and compared their findings to the review of research literature conducted by the National Reading Panel (NRP) on four topic areas: (a) alphabetics (phonemic awareness instruction and phonics instruction); (b) fluency; (c) comprehension (vocabulary instruction and text comprehension instruction); and (d) computer technology and reading instruction. In their discussion of the areas of overlap in the two bodies of research and of the implications for future research, the authors note the lack of research with deaf readers on instructional interventions that have been found to be effective with hearing readers and on the implications for isolation from mainstream reading research.

Teaching Reading to Children Who Are Deaf: Do the Conclusions of the National Reading Panel Apply?

This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas content familiarity was achieved through nativization of a narrative, that is, textual and contextual modification to reflect the reader's own culture. After completing the reading span test, the participants were randomly divided into two groups, one being exposed to the original text and the other to the nativized version. They then answered multiple-choice comprehension questions aiming to check literal and inferential comprehension. The results revealed independent and additive effects of working memory capacity and content familiarity on inferential comprehension. No effects were observed on literal understanding. These findings have implications for the design of assessment instruments in L2 reading comprehension.

Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading

Abstract Chapter 2 provides an extensive overview of language and literacy assessments and how to use assessment results to guide literacy instruction for deaf/hard-of-hearing (DHH) students. A myriad of assessment purposes is covered, including documentation of eligibility, vocabulary, language(s), emergent reading skills, print awareness, phonological skills, fluency, comprehension, writing, spelling, and motivation. Administration and application of assessment results is addressed through seven case vignettes with DHH learners. Assessment accommodations and modifications, considerations when creating assessments, and the roles of educators in the assessment process are discussed. A summary of recommended assessment practices concludes this chapter. 

Assessment for Reading Instruction

Competent reading comprehension involves using cognitive and metacognitive strategies. The ability to infer meaning and to interact with printed text is a strategy necessary for effective reading. This study records the use of an intervention to teach inferential reading to underachieving readers who are prelingually deaf (9 to 18 years of age), using pictorial material and printed text. The two experimental groups made significant reading gains during the 30-week period of intervention. The implications for teaching inferential reading are discussed.

Teaching Inferential Reading Strategies through Pictures.

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

F. W. Richards

Author Tools

Chat about Author

Papers

Teaching Inferential Reading Strategies through Pictures.