Reading for Deaf and Hearing Readers: Qualitatively and/or Quantitatively Similar or Different? A Nature versus Nurture Issue

Abstract

T he authors discuss whether the covert reading process differs qualitatively and/or quantitatively for hearing and deaf peers and whether formal reading instruction should be different for deaf and hearing students. The authors argue that hearing status (deaf, hearing) is less important in learning to read than environmental factors, including: (a) the richness of the early linguistic environment leading to an age-appropriate L1 prior to formal reading instruction and (b) clear, complete visual access to the instructional language (e.g., English, Spanish, American Sign Language) used to deliver curriculum via conventional or English Language Learner methods. In U.S. schools attended by 89% of deaf students, English is “regularly” used as the language of instruction (Gallaudet Research Institute, 2013, p. 11). Of the available communication systems for conveying English conversationally (oral-aural methods, Manually Coded English sign systems, Cued Speech), only Cued Speech is structurally capable of affording clear, complete visual access to English.

Computer-Assisted Vocabulary Learning for Thai Deaf Students: A Case Study of Sot Suksa School for the Deaf

“…The results raise interesting questions regarding the threshold at which technology intervention for vocabulary learning becomes appropriate for the Deaf. While some studies have pointed to language as being the fundamental building block for reading and vocabulary (Joy et al, 2019;Mayberry et al, 2011;Schirmer et al, 2004), others have pointed to a proportional relationship between skills such as word recognition and vocabulary (Easterbrooks et al, 2015;Lasasso & Crain, 2015;Scarborough, 2001). It would seem, therefore, that the students in this study may be lacking in underpinning language skills.…”

“…Some researchers (Cupples et al, 2014;Geers & Hayes, 2011;Paul et al, 2009;Trezek & Mayer, 2015) point to phonological awareness as the means to reading success, whereas others argue that language awareness, even a non-verbal language, is the answer (Goldin-Meadow & Mayberry, 2001;Mayberry et al, 2011;Schirmer et al, 2004). Some researchers argue that a combination of both forms of coding is required for reading skills to develop (Easterbrooks et al, 2015;Lasasso & Crain, 2015;Paul, 2013;Scarborough, 2001;Trezek & Mayer, 2015).…”

Early Reading for Young Deaf and Hard of Hearing Children: Alternative Frameworks

“…In sum, the QSH researchers (Easterbrooks et al, 2015;LaSasso & Crain, 2015;Paul, 2013;Trezek & Mayer, 2015) collectively suggest that both language-related and auditory code-related skills are needed for reading development. Each propose that proficiency in face-to-face communication of the target language (English), including its phonological aspects (whether presented auditorily or visually) are critical for the literacy development of deaf children.…”