Building the Evidence-Base of Effective Reading Strategies to Use with Deaf English-Language Learners.

Caroline Guardino, Joanna E. Cannon, Kimberley Eberst

Research output: Contribution to journalArticlepeer-review

Abstract

Nearly 25% of Deaf and Hard of Hearing (DHH) students come from homes where a language other than English is used and are known as English-Language Learners (ELLs). Evidence-based practices used to teach students who are DHH ELLs are imperative. To build an evidence-base, successful strategies must be examined across multiple researchers, sites, and participants. This research is a replication of an effective reading strategy; teaching vocabulary using repeated preteaching sessions paired with viewing American Sign Language books on DVD. Five participants with severe to profound hearing loss participated in this multiple-baseline design (ABC) across three sets of five vocabulary words study. Results indicated that after three sessions of preteaching and viewing the DVD, the majority of participants signed correctly 90% to 100% of the targeted vocabulary. Maintenance data were collected 1 to 5 weeks following the intervention. Implications for practitioners and researchers are discussed.
Original languageAmerican English
Pages (from-to)59-73
Number of pages14
JournalCommunication Disorders Quarterly
Volume35
Issue number2
DOIs
StatePublished - Feb 2014

Keywords

  • deaf and hard of hearing
  • English-language learners
  • literacy
  • strategies
  • evidence-based research
  • replication
  • single-case design

Disciplines

  • Medical Education
  • Developmental Psychology
  • Psychology
  • Linguistics

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