Building the evidence-base of effective reading strategies to use with deaf English-language learners
Document Type
Article
Publication Date
2-1-2014
Abstract
Nearly 25% of Deaf and Hard of Hearing (DHH) students come from homes where a language other than English is used and are known as English-Language Learners (ELLs). Evidence-based practices used to teach students who are DHH ELLs are imperative. To build an evidence-base, successful strategies must be examined across multiple researchers, sites, and participants. This research is a replication of an effective reading strategy; teaching vocabulary using repeated preteaching sessions paired with viewing American Sign Language books on DVD. Five participants with severe to profound hearing loss participated in this multiple-baseline design (ABC) across three sets of five vocabulary words study. Results indicated that after three sessions of preteaching and viewing the DVD, the majority of participants signed correctly 90% to 100% of the targeted vocabulary. Maintenance data were collected 1 to 5 weeks following the intervention. Implications for practitioners and researchers are discussed. © Hammill Institute on Disabilities 2013.
Publication Title
Communication Disorders Quarterly
Volume
35
Issue
2
First Page
59
Last Page
73
Digital Object Identifier (DOI)
10.1177/1525740113506932
ISSN
15257401
E-ISSN
15384837
Citation Information
Guardino, Cannon, J. E., & Eberst, K. (2014). Building the Evidence-Base of Effective Reading Strategies to Use With Deaf English-Language Learners. Communication Disorders Quarterly, 35(2), 59–73. https://doi.org/10.1177/1525740113506932