title: The qualitative similarity hypothesis.
abstract: Evidence is presented for the qualitative similarity hypothesis (QSH) with respect to children and adolescents who are d/Deaf or hard of hearing. The primary focus is on the development of English language and literacy skills, and some information is provided on the acquisition of English as a second language. The QSH is briefly discussed within the purview of two groups of cognitive models: those that emphasize the cognitive development of individuals and those that pertain to disciplinary or knowledge structures. It is argued that the QSH has scientific merit with implications for classroom instruction. Future research should examine the validity of the QSH in other disciplines such as mathematics and science and should include perspectives from social as well as cognitive models.
authors.affiliation: School of Teaching and Learning, College of Education and Human Ecology, Ohio State University, Columbus, USA.
authors.forename: Peter V
authors.initials: PV
authors.lastname: Paul
authors.forename: Chongmin
authors.initials: C
authors.lastname: Lee
mesh_terms: D000293:Adolescent; D002648:Child; D003071:Cognition; D032882:Comprehension; D012048:Correction of Hearing Impairment / Q000193:education*; D003638:Deafness / Q000523:psychology / Q000534:rehabilitation*; D060345:Education of Persons with Hearing Disabilities; D004519:Education, Special / Q000379:methods*; D004522:Educational Status; D006801:Humans; D019359:Knowledge; D007804:Language Development; D017145:Models, Educational; D019986:Persons with Hearing Disabilities / Q000523:psychology / Q000534:rehabilitation; D011932:Reading; D013334:Students / Q000523:psychology; D009626:Terminology as Topic