Enhancing reading ability to prevent students from becoming "low-functioning deaf" as adults.
Recent research on reading instruction in general and special education, collectively referred to as "scientifically based reading research," is emphasized in two new federal programs, Reading First and Early Reading First. The findings of this research, as it relates to the education of students who are deaf or hard of hearing, are reviewed. Noteworthy is the stress placed on intervening early in children's lives, focusing on active learning opportunities, teaching strategies for reading fluency, and applying teacher interventions such as miscue analysis. The urgent need for educators to identify and implement effective techniques is highlighted by the continuing problem of "low-functioning deaf" (LFD) individuals being unable to secure gainful employment absent functional reading skills.
Bowe
Frank G
FG
Department of Counseling, Research, Special Education, and Rehabilitation, School of Education and Allied Health Services, Hofstra University, Hempstead, NY, USA.
D000328:Adult; D001076:Aptitude; D003638:Deafness; D004522:Educational Status; D006801:Humans; D011932:Reading; D012054:Reinforcement, Psychology; D013334:Students