Enhancing reading ability to prevent students from becoming "low-functioning deaf" as adults.

Area of Science:

• Education
• Linguistics
• Audiology

Background:

• Scientifically based reading research (SBBR) is emphasized in federal programs like Reading First.
• Effective reading instruction for students who are deaf or hard of hearing requires specific approaches.
• Low-functioning deaf (LFD) individuals face employment barriers due to inadequate reading skills.

Purpose of the Study:

• To review findings of SBBR relevant to educating students who are deaf or hard of hearing.
• To highlight effective intervention strategies for this population.
• To underscore the urgency of implementing successful reading techniques.

Main Methods:

• Review of current scientifically based reading research.
• Analysis of research findings in the context of deaf education.
• Identification of key intervention strategies.

Main Results:

• SBBR emphasizes early intervention and active learning.
• Strategies include focusing on reading fluency and teacher interventions like miscue analysis.
• Effective reading instruction is critical for LFD individuals' employment.

Conclusions:

• Early and targeted reading instruction is vital for students who are deaf or hard of hearing.
• Implementing SBBR strategies can improve reading fluency and functional skills.
• Addressing reading deficits is essential for enhancing employment opportunities for LFD individuals.