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Diversity in Deaf Education$
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Marc Marschark, Venetta Lampropoulou, and Emmanouil K. Skordilis

Print publication date: 2016

Print ISBN-13: 9780190493073

Published to Oxford Scholarship Online: June 2016

DOI: 10.1093/acprof:oso/9780190493073.001.0001

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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: 18 January 2022

A Comprehensive Reading Intervention

A Comprehensive Reading Intervention

Positive Postsecondary Outcomes and a Promising Practice for Students Who Are Deaf or Hard of Hearing

(p.417) 15 A Comprehensive Reading Intervention
Diversity in Deaf Education

Greta Palmberg

Kendra Rask

Oxford University Press

Research indicates that reading and metacognition skills are essential keys to success in the postsecondary setting. For students who are deaf or hard of hearing, there is a clear relationship between high reading and language skills, and degree completion for both associate and baccalaureate degrees. The results of a three-year reading project at the VECTOR Transition Program in Minnesota are examined. Reading methodologies, classroom data, and student case studies are outlined and discussed in their relationship to student growth and achievement. Course design features included not only research-based academic reading strategies, but embedded metacognition skills, self-efficacy, and postsecondary planning. This comprehensive approach led to dramatic increases in both reading and student skills, and played a vital role in opening opportunities and altering the postsecondary education paths for these diverse students.

Keywords:   deafness, diversity, metacognition, postsecondary readiness, reading

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