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.
Department, Program, or Center
Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)
Shannon, Nora - Chair
Beauchamp, Amanda, "Proposal: an enhanced reading program for young deaf/HH students" (2005). Thesis. Rochester Institute of Technology. Accessed from
RIT – Main Campus