ORCID

https://orcid.org/0009-0000-6495-7942

Year

2026

Season

Summer

Paper Type

Doctoral Dissertation

College

Silverfield College of Education and Human Services

Degree Name

Doctor of Education in Curriculum and Instruction (EdD)

Department

Teaching, Learning, and Curriculum

Committee Chairperson

Dr. David Hoppey

Second Advisor

Dr. Caroline Guardino

Third Advisor

Dr. Jessica Williams

Fourth Advisor

Dr. Karla Giese

Abstract

This mixed-methods formative program evaluation examined the reading component of a summer College Bridge Program (CBP) designed for high school students who are deaf and hard of hearing (d/Dhh). Persistent disparities in reading outcomes among d/Dhh students have been linked to differences in language access, communication access, and opportunities to receive specialized instruction. Using the Context, Input, Process, Product (CIPP) evaluation model, this study evaluated how the CBP identified and addressed students' reading needs, implemented evidence-based instructional practices, and supported reading development through a three-week summer program.

Participants included 45 d/Dhh high school students from 12 southeastern states, as well as parents/guardians and instructional staff. Quantitative data included IXL Learning diagnostic assessments, MAZE reading assessments, running records, classroom observation data, and survey responses. Qualitative data were collected through interviews, focus groups, open-ended survey responses, classroom observations, and program documents. Data were analyzed to examine students' instructional needs, implementation of reading instruction, reading outcomes, and stakeholder perceptions of program strengths and areas for improvement.

Findings indicated that students entered the program with diverse reading profiles and communication needs, requiring individualized and flexible instructional approaches. Reading instruction was implemented consistently across program sites and incorporated evidence-based practices, including flexible grouping, explicit instruction, bilingual ASL/English supports, visual scaffolds, culturally sustaining reading materials, and ongoing progress monitoring. Quantitative results demonstrated positive growth in reading, with 82% of students improving their IXL Reading scores and an average gain of 60 points across participants. Qualitative findings suggested that students, families, and staff viewed flexible grouping, individualized instruction, culturally relevant reading materials, and access to d/Dhh peers and role models as substantial strengths of the program.

The findings suggest that intensive summer bridge programs that combine communication access, specially designed instruction, high-dosage learning opportunities, and culturally sustaining practices may support reading development and college readiness for d/Dhh students. Implications are provided for summer bridge programming, literacy instruction, and educational planning for d/Dhh students in secondary settings.

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