Here are some strategies that motivate deaf children to read.

Classroom Conditions that Ensure Success

• Immersion—Being immersed in books means having a classroom with a quantity of quality books that are available to students. Some sources of books for deaf students who read considerably below grade level are:
• Pattern books with repetitive language
• Comics and cartoon collections
• Series books
• Popular magazines
• Sophisticated picture books
• High interest-easy reading books
• Demonstrations—Modeling literate behavior means teachers reading during sustained silent reading time, setting aside time for reading aloud/storybook reading, talking with students about a favorite book or author, engaging students in give-and-take discussions about books.
• Engagement—Actively being a reader means giving students opportunity and time to read.
• Expectations—Communicating to deaf students their ability to be successful means consistently offering encouragement, avoiding excessive criticism, and providing differential praise and criticism.
• Approximations—Recognizing that learning to read is a gradual, developmental process and that early attempts are approximations of proficient reading means providing support and encouragement for efforts and accepting mistakes.
• Employment—Realizing that opportunity to use and practice reading is essential means providing ample time with authentic reading material.
• Response—Providing feedback to support further learning means offering appropriate praise, scaffolding instruction, and building in opportunities for students to respond to reading through their own writing, conferencing, and artistic responses.