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Bilingualism and Bilingual Deaf Education$
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Marc Marschark, Gladys Tang, and Harry Knoors

Print publication date: 2014

Print ISBN-13: 9780199371815

Published to Oxford Scholarship Online: August 2014

DOI: 10.1093/acprof:oso/9780199371815.001.0001

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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: 23 June 2021

Improving Reading Instruction to Deaf and Hard-of-Hearing Students

Improving Reading Instruction to Deaf and Hard-of-Hearing Students

(p.242) 10 Improving Reading Instruction to Deaf and Hard-of-Hearing Students
Bilingualism and Bilingual Deaf Education

Loes Wauters

Annet de Klerk

Oxford University Press

Many studies have mentioned the low reading performance of deaf and hard-of-hearing students. Although many factors in reading have been studied, Marschark and Wauters (2008) suggested that the reading challenges of deaf students may be more related to general language and cognitive issues than to reading issues per se. This chapter will focus on what we know and do not know about reading in deaf students, related to general language and cognitive problems. One area that we do not know enough about is reading instruction. Therefore, the chapter also describes the components of effective reading instruction and discusses the issue of teacher training to improve the quality of instruction in bilingual deaf education. An intervention study on the use of video coaching to support teachers in their reading instruction is described.

Keywords:   reading, reading instruction, effective instruction, teacher training, deaf, hard of hearing, bilingual education

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