Summaries Home Page

Reading and Deafness

Barbara Luetke-Stahlman & P. Lynn Hayes, University of Kansas

Having reviewed the literature pertaining to reading and language-challenged students, the panelists shared and discussed essential components of (a) reading to children who are deaf and hard of hearing, and (b) children reading to/with adults. Presenters distributed a handout of essential characteristics of read-alouds (shared and choral reading, big books, etc.), brief description of each component, research-based rationale, and examples of scaffolding talk for the activity. Presenters also distributed a handout of lesson plans to use when children are reading instructional text that included each of the essential components for this activity, sequenced as they would often occur during a session, and with space provided in each section for diagnostic comments (e.g., words used from the story/text, student s strengths, plans for the next lesson). Materials are designed to be workable for emergent and beginner readers who are deaf, bilingual, have learning disabilities, or are language- delayed.