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Educating Deaf LearnersCreating a Global Evidence Base$
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Harry Knoors and Marc Marschark

Print publication date: 2015

Print ISBN-13: 9780190215194

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780190215194.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 14 April 2021

Literacy and Deaf and Hard-of-Hearing Students

Literacy and Deaf and Hard-of-Hearing Students

Research and Practice

(p.149) 7 Literacy and Deaf and Hard-of-Hearing Students
Educating Deaf Learners

Susan R. Easterbrooks

Michella Maiorana-Basas

Oxford University Press

A primary goal of educational research should be to provide classroom teachers with a rich base of empirically proven literacy instructional practices they can use to individualize reading instruction for deaf and hard-of-hearing learners. This chapter looks at some of those distractors that have led us away from this kind of research and reviews current thought on literacy problems and practices. The chapter explores what is available under the umbrella of “evidence-based practices” and suggests strategies for facilitating research-to-practice. The chapter examines implementation science, which addresses the chasm between rigor and relevance and between evidence-based practices and practice-based evidence, and the distrust between educators and researchers that contributes to the research-to-practice chasm. The chapter also presents a new, grassroots perspective on addressing classroom-directed research from “the radical middle” and encourage the new generation of researchers to partner with practitioners so they can offer practical guidance in the classroom.

Keywords:   deaf, literacy, reading, research-to-practice, evidence-based practices

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