Reading Achievement Of Deaf And Hard Of Hearing

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 Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

“Learning to Read and Write” by Fredrick Douglas is a story about a slave breaking the bondage of ignorance by learning to read and write. During the course of 7 years Douglas discreetly teaches himself to read and write by means of stealing newspapers, trading food with poor white boys for knowledge and books, as well as copying his master’s handwriting. Douglas learning to read gave him extreme awareness of his condition as he says “…I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy” (Page 168-169). With his new consciousness he suffered with depression envying his fellow slaves for their

Several studies have been conducted on reading disabilities, looking at the possible causes and treatments of this neurological difference. McArthur, Ellis, Atkinson, and Colheart (2008) employed the use of the computer program Fast ForWord Language ® to train and develop the children’s skills needed for reading. Register, Darrow, Swedberg, and Standley (2007) utilized the general music classroom. Register et al. developed a specialized curriculum that targeted

(2011), and Johnson and Goswami (2010) all provide evidence that PA is an indicator of early literacy abilities in the DHH population. Cupples et al. (2014) controlled for many variables such as receptive language, nonverbal cognitive ability, and various relevant demographic variables. Researchers from this study found that the relationship between PA is associated with early reading skills, but not other academic areas, specifically, math reasoning. This is important to note because it shows the direct and distinct correlation between PA and reading. Moreover, Dillon et al. (2011) found a strong correlation between the children’s reading scores and their PA abilities demonstrated by LAC3, PIAT Reading Recognition, PIAT Reading Comprehension, PIAT Total Reading, WRMT-WA, and PPVT test scores and their equivalent scores comparatively. Furthermore, Johnson and Goswami (2010) conclude that their participant’s reading development, measured by reading standard and quotient scores, was significantly linked to PA. If taken as truth, these results have considerable implications to Communication Sciences and Disorders as well as the DHH population because they outline a clear approach to the prevention and treatment of early literacy

Meloy, L., Deville, C., & Frisbie, D. (2002). The effect of a read aloud accommodation on test scores of students with and without a learning disability in reading. Remedial and Special Education, 23(4),

This paper is a review of two articles published by Paul Miller in the Journal of Developmental and Physical Disabilities. The first is entitled, “The role of phonology in the word decoding skills of poor readers: evidence from individuals with prelingual deafness or diagnosed dyslexia,” and was written in 2007. The second, written in 2010, is named, “Phonological, orthographic, and syntactic awareness and their relation to reading comprehension in prelingually deaf individuals: what can we learn from skilled readers?” At their heart, the articles attempt to address what explains good and poor readers in the deaf community, rejecting previous assumptions in the literature in this area. The studies are carefully designed, and attempt to address

The article talks about how there are diverse ways to help children with disabilities learn to read. It talks about shorting the text, rewriting the text, making a summary, using pictures, and numerous other examples. It can be difficult to each student how to read so educators and other ones have come up with a way to help.

The dominant view is that deaf persons learn to read and engage text using essentially the same processes as do hearing persons. An opposing view is that deaf individuals read using qualitatively different processes” (Musselman, 2000) Therefore deaf people individually have more options and methods than a hard of hearing. The students in middle and high school focus more in the method of encoding print; language-specific knowledge, and general language knowledge. By accomplishing learning to read and to communicate with their peers is by spoken language, English-based sign, and American Sign Language. According to their educational outcomes “ There are many successful individuals who are deaf or hard of hearing who are performing on or above grade level( Luckner & Muir,2001) But in the other hand “ the overall performance of students who are deaf and hard of hearing is typically far below this. (Traxler, 2000) Students have been tested to know where exactly they are standing. As it is mention in this article, middle school students score below grade level. For an example 6th graders will score as a 4th graders. Some students may have poor academic if they didn’t have the right methods or early learning in sign language. In order for the students to have a high education outcome is to provide the needs for a deaf and hard of hearing. Have them participate in programs that will be extremely helpful for them, tutors who can

Students with disabilities are at a higher at-risk for dropping out of high school at a greater rate than typically developing peers (Pyle & Wexler, 2012). Students with identified disabilities are required to a free and appropriate public education (FAPE) according to law, and these students have unique needs that general education curriculum cannot meet on its own. However, there is abundant research that discusses various literacy interventions and strategies that can be effective. These interventions can be used in a school setting by any certified teacher (regular education or special education). This literature review will discuss some of the various reading and writing strategies as well as best practices for literacy in order to ensure students with disabilities are given the best chance for success. By providing timely interventions, monitoring progress, and analyzing data, it can be possible to increase achievement for those students with identified disabilities.

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

I wouldn’t say that I am a good writer, and I really don’t like to read books either. Through my years in school I became literate in these two categories. I was and still am not interested in writing, or reading books in my spare time. The only writing I have ever done is for school. Writing just does not interest me, and the only reading I do out of class is reading about sports in magazines, or reading the news, or looking at web pages. I have only read a couple of books on my own, 95% of all the books I have read have been for school. The reason for not writing out of class is probably attributed to the fact that I am a very impatient person, and I have a short attention span. I have no interest in writing and reading so when

Reading is believed to be an easy task, something we all learning and develop through the years as we grow, however, is it really that simple? To reading and understanding are both essential when a student begins to read. It is a complex action that requires a multitude of different actions/components, all working at the same time, to become a successful reader. The components that are pertinent to reading are: comprehension, oral language, phonological awareness, phonics, fluency and vocabulary. Without these components, reading may very well be irrelevant because it does not make sense to read and not understand what is being transmitted/relayed. According to the National Reading Panel (NRP), “a combination of techniques is effective for

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help