Abstract

Educators of the Deaf and Hard of Hearing face a tough challenge when it comes to the development of reading skills in young deaf children. Every classroom with deaf students has the potential to include a diversity of students with various linguistic backgrounds/abilities. Every deaf child's individual exposure to language has a direct effect on his/her literacy development. It then becomes the teacher's responsibility to assess each student's experience with language and linguistic ability and create a reading program suitable to the needs of the students in her classroom. After much research and some experience in the field, it is my conclusion that a successful reading program for young Deaf/HH students must include five major components. These components are: A curriculum-based guided reading program; ASL storytelling (in support of the guided reading program); parental involvement/support; speech support; and opportunities for cross-curricular support. This project discusses each major component, why each is important to deaf students, how each integrates into an overall reading program for the deaf classroom, and how each is organized to create a general frame for the actual reading program that I want to implement in my classroom.

Publication Date

9-20-2005

Document Type

Master's Project

Student Type

Graduate

Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)

Advisor

Shannon, Nora - Chair

Advisor/Committee Member

Bateman, Gerald

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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