Literacy strategies for Deaf/Hard-of-Hearing English language learners: Where do we begin?
Document Type
Article
Publication Date
6-1-2012
Abstract
The Gallaudet Research Institute confirms a 22.5 per cent increase from 2.7 percent (2000) to 25.2 per cent (2011) in deaf and hard-of-hearing (DHH) students whose parents use a language 'other' than English or American sign language (ASL) at home. These DHH students who are also English language learners (ELLs) struggle to learn English, perhaps their native home language, and quite possibly a third language, ASL. In order to understand how to meet the needs of this growing population, a synthesis of evidence-based and bestpractice research over the last 10 years is presented. Strategies for ELL students who have disabilities and DHH ELLs are reviewed. The criteria for inclusion of the studies were based on the US federal research standards. These studies were then categorized based on the components of an effective literacy programme. Recommendations of literacy strategies that practitioners and researchers can begin investigating to document evidence-based practices for this unique and often neglected population are presented. © W.S. Maney & Son Ltd 2012.
Publication Title
Deafness and Education International
Volume
14
Issue
2
First Page
78
Last Page
99
Digital Object Identifier (DOI)
10.1179/1557069X12Y.0000000006
ISSN
14643154
E-ISSN
1557069X
Citation Information
Cannon, & Guardino, C. (2012). Literacy Strategies for Deaf/Hard-of-Hearing English Language Learners: Where Do We Begin? Deafness & Education International, 14(2), 78–99. https://doi.org/10.1179/1557069X12Y.0000000006