This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Schirmer, B. R. Articles by McGough, S. M. Search for Related Content Social Bookmarking                   What's this?

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

University of Detroit Mercy

Sarah M. McGough

University of Illinois

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.

Key Words: at-risk readers • deafness • National Reading Panel • reading instruction • struggling readers

Review of Educational Research, Vol. 75, No. 1, 83-117 (2005)
DOI: 10.3102/00346543075001083


CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				S. W. Cawthon and K. A. Wurtz Alternate Assessment Use With Students Who Are Deaf or Hard of Hearing: An Exploratory Mixed-Methods Analysis of Portfolio, Checklists, and Out-of-Level Test Formats J. Deaf Stud. Deaf Educ., April 1, 2009; 14(2): 155 - 177. [Abstract] [Full Text] [PDF]

				L. J. Spencer and J. B. Tomblin Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants J. Deaf Stud. Deaf Educ., January 1, 2009; 14(1): 1 - 21. [Abstract] [Full Text] [PDF]

				V. J. Donne and N. Zigmond An Observational Study of Reading Instruction for Students Who Are Deaf or Hard of Hearing in Public Schools Communication Disorders Quarterly, August 1, 2008; 29(4): 219 - 235. [Abstract] [PDF]

				R. F. Narr Phonological Awareness and Decoding in Deaf/Hard-of-Hearing Students Who Use Visual Phonics J. Deaf Stud. Deaf Educ., July 1, 2008; 13(3): 405 - 416. [Abstract] [Full Text] [PDF]

				B. R. Schirmer and C. Williams Evidence-Based Practices Are Not Reformulated Best Practices: A Response to Martindale's "Children With Significant Hearing Loss: Learning to Listen, Talk, and Read--Evidence-Based Best Practices" Communication Disorders Quarterly, May 1, 2008; 29(3): 166 - 168. [Abstract] [PDF]

				S. W. Cawthon and Online Research Lab Accommodations Use for Statewide Standardized Assessments: Prevalence and Recommendations for Students Who Are Deaf or Hard of Hearing J. Deaf Stud. Deaf Educ., January 1, 2008; 13(1): 55 - 96. [Abstract] [Full Text] [PDF]

				C. Mayer What Really Matters in the Early Literacy Development of Deaf Children J. Deaf Stud. Deaf Educ., October 1, 2007; 12(4): 411 - 431. [Abstract] [Full Text] [PDF]

				B. J. Trezek, Y. Wang, D. G. Woods, T. L. Gampp, and P. V. Paul Using Visual Phonics to Supplement Beginning Reading Instruction for Students Who Are Deaf or Hard of Hearing J. Deaf Stud. Deaf Educ., July 1, 2007; 12(3): 373 - 384. [Abstract] [Full Text] [PDF]

				J. L. Luckner Evidence-Based Practices With Students Who Are Deaf Communication Disorders Quarterly, January 1, 2006; 28(1): 49 - 52. [Abstract] [PDF]