Essential practices as adults read to meet the needs of deaf or hard of hearing students

Most deaf or hard of hearing students do not read proficiently (Karchmer, Milone, & Wolk, 1979; Allen, 1986), yet Winzer (1985) found no agreement as to the best way to teach reading to them. We reviewed the literature in related fields in an attempt to assist teachers and parents in identifying practices that are supported by research and linked to literacy attainment. We were especially impressed by the work of Adams (1990) with regard to the practices that promote proficient reading in hearing students, as well as by that of Hoggan and Strong (1994), who studied the techniques of those working with students with language disabilities. The result of our review was a rationale and description of ten practices that we suggest are essential to include when reading to students if they are to become proficient readers themselves. Our work is particularly applicable when adults are using the methods of read aloud, adult/student shared reading, and adult guided reading. These essential practices can be modeled by teachers for parents and others working with students as they develop reading skills.