Identified Problem

The Simple View of Reading (SVoR) model suggests that children must have language comprehension and word recognition skills to be proficient readers, Medwell et al (2014). Jim Rose’s report (2006, p. 40) outlined the Simple View of Reading as a useful framework, which would make explicit to teachers what they need to teach about word recognition and language comprehension (see appendix 1). Before the Rose report, reading was defined as decoding black marks, Graham and Kelly (2012). After this the searchlights model suggested that phonics, grammatical knowledge, reading comprehension and graphic knowledge are equally useful tools when learning to read, Ward (2008). The Rose report’s Independent Review of the Teaching of Early reading reconstructed this model and created the SVoR. Rose (2006, p. 38) determines word recognition as a process which allows you to use “phonics to recognise words” and language comprehension as the means by which “word information, sentences and discourse are interpreted.” The SVoR suggests that, to become a fluent reader, the skills of language comprehension and word recognition are equally important and dependent on each other. Gough and Tummer first mentioned this model, as stated that “comprehension is not sufficient, for decoding is also necessary” Wyse et al (2013, p.

he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society:

The deaf education field is very complex in nature because D/deaf students come into the academic setting with significant gaps in language acquisition and fluency in sign or spoken language (Marschark, Shaver, Nagle, & Newman, 2015) learning to map and write properly is extremely difficult unless they have a L1 as they begin school. To my knowledge this is not a huge push and depends on many factors of consideration. One factor that is considered is the issue of language exposure in sign or spoken. You see, 90% of deaf children are born to hearing parents and the result of their hearing loss they have little to no access to language which impacts natural cognitive learning development. So with these significant gaps students have when they enter school it becomes difficult for them to learn sentence structure and proper writing techniques because the large population of these students are missing access to both direct and incidental communication. Even with the use of hearing aids, cochlear implants, and other technological devices that assist in the ability to hear these are mechanical forms of listening devices that still do not provide students the full capability that hearing students have to access information, which are building blocks for developing the knowledge on sentence structure and proper writing techniques. Although deaf students who have deaf parents receive access to language from

Darrow’s article was easy to read and focused on the importance of how to teach deaf students. Although I enjoyed reading it, the writer lacked to inform how students with hearing losses can differ and how this can

With exceptional children, often many of them have auditory processing problems which means that something is preventing them from hearing the information they are receiving. Phonological processing is having the ability to detect the different phonemes or speech sounds as stated by Chard, D.J. & Dickson, S.V. (2018). This is a problem that many of the children in the exceptional children’s department have which makes teaching reading all the more

During April of 2013 Elizabeth Walker and Karla McGregor wanted to determine if the three aspects of the word learning process is a complication for children with cochlear implants. Kids with CI’s may have smaller open-minded and demonstrative vocabularies than their peers who are hearing. There is also verification that children with cochlear implants show slower rates of vocabulary growth compared with hearing children. To achieve great academic success children need to have a strong vocabulary. Children who are

Although most state schools today have been adjusted to meet the needs of deaf pupils by providing help, such as, interpreters, note takers and radio aids; in previous years when schools could not afford to obtain the help, educational accomplishment for most hearing impaired pupils would have been fictional. Only 29% of deaf children were accomplishing the standard five GCSE’s A*-C, compared to 51% of their hearing peers (Cathy Heffernan, 2011).

Deaf is defined as partially or completely lacking the sense of hearing as to where Deaf culture refers to members of the Deaf community who share common values, traditions, norms, language and behaviors. According to the National Institute on Deafness and other Communication Disorders, three out of every 1,000 American children are born deaf or with hearing loss and 9 out of 10 of those children are born to fully-hearing parents. Most of these children who are deaf will attend public schools. By all, means teaching children who are deaf is not easy an easy task and can seem challenging for both the students and the teacher alike but it is certainly accomplishable. Therefore, in order for children who are deaf to succeed in a mainstream classroom, the teacher must first understand the Deaf culture and counteract stereotypes so that he or she may better serve students who are deaf. The article Deaf Culture Tip Sheet by Professor Linda Siple (2003) and Deaf Myths by the Minnesota Department of Human Services (2013) elaborates on these exact issues and provides a better insight on the culture of the Deaf community.

American Annals of the Deaf is an educational journal that is committed to providing educational experiences of high quality as well as related services for the deaf. This journal has been around for over 150 years, and over time they have been dedicated to making sure that children and adults who are deaf or hard of hearing are receiving quality assistance for their disability (NEED CITATION). In July 1996, they published a scholarly article in response to a survey Catherine Gillespie and Sandra Twardosz conducted about the literacy environment and different practices that children are receiving in a residential school for the deaf.

According to the Georgia Department of Education, the Georgia State School Board of Education adopted a new set of standards known as the Common Core State Standards for English Language Arts. Since the Common Core Standards State Standards assess the same English Language Arts standards as the Georgia Performance Standards, Georgia’s curriculum is called Common Core Georgia Performance Standards. Of the ELA standards for first grade, one requires that students be able to ask and answer questions based on the details in a text. This standard also requires that the student be able to retell stories, including details, and demonstrate comprehension. This could be an issue for special needs students. Students with a learning disability in reading often have difficulty comprehending texts in books and other reading material that is written at their grade level. However, there are many strategies to use to improve reading comprehension in struggling readers. With the increase use of technology, my review is written to determine if pre-recordings readings are more effective than teacher-led read aloud in improving comprehension skills of students with disabilities.

The first lense or category in the “Deaf Studies Template” that is talked about is Only in the Deaf World. This category is about the unique events and experiences associated with life in the Deaf World. Deaf children are mostly born to hearing parents, which is similar how wizard parents have muggle children and muggle parents have wizard children in the world of Harry Potter. DCHP may not know anything about the Deaf World once they grow up due to parental ignorance or other reasons. Harry Potter also experiences this with the Wizard World as his aunt and uncle keep it a secret from him. They were ashamed of him and want to make him “normal”. Hearing parents of deaf children also commonly do this as they give

According to Alice-Ann Darrow, Irvin Cooper Professor of Music Education and Music Therapy at Florida State University, Students with hearing loss are difficult to successfully teach music to because instructors are unsure what strategies to use when teaching deaf students. (Darrow 27) Teachers have a hard time teaching music to students with hearing loss because they have the misconception that deaf students have no hearing at all but in reality most deaf students can hear but the students are limited to what they can process. Because teachers have this misconception it's affecting the students ability to learn. These students could be an excellent musician we just need to find new strategies to help these students.

He points out that no research had yet been done on if this helps Deaf children reading, but feels it should do so, since it does help hearing students and their reading level. One thing to avoid, according to Marschark, is text called “natural texts” which is when written text is simplified into less complicated vocabulary. This is used with Deaf students since their reading levels were found to be lower than most hearing students. Marschark feels this lack of expectation from the Deaf student will only progress these lower results from the students. This is one of the main reasons Deaf students appear to be plateauing, because they are not challenged, or expected, to read more difficult material.

In the article “Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches” the authors talked about children need regularly and meaningfully accessible to human language. Children that have not acquired a language in the early years might never speak fluently in any language. This critical period is for children to develop their first language skills. Most children that are born deaf in the developed countries have cochlear devices implanted, but these devices do not offer accessible language to many deaf children. This device might cause the child to miss the critical period that is needed for children.

Many students are passed on through the education system without having proper reading skills. These skills consist of fluency, comprehension, and phonemic awareness. Reading skills are foundational building blocks for elementary aged students. Students who lack proper reading skills, such as fluency or the rate in which they read, will ultimately lack comprehension of what they are reading due to the amount of time in which it takes the students to read. This leads to the question, how does fifth grade students lack of fluency affect his or her reading comprehension? Unfortunately, because reading skills taught in kindergarten and first grade focus mainly on phonemic