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Early Literacy Development in Deaf Children$
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Connie Mayer and Beverly J. Trezek

Print publication date: 2015

Print ISBN-13: 9780199965694

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780199965694.001.0001

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A Model of Early Literacy Development

A Model of Early Literacy Development

Chapter:
(p.27) 2 A Model of Early Literacy Development
Source:
Early Literacy Development in Deaf Children
Author(s):

Connie Mayer

Beverly J. Trezek

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199965694.003.0002

In this chapter, a theoretical framework for the development of early literacy is outlined in which the relative contributions of language-related and code-related abilities in the process of literacy learning are described. The discussion is based on the premise that the developmental process from language to literacy is not different for deaf learners. They must develop the same set of knowledge, abilities, and skills as their hearing counterparts if they are ultimately to become proficient readers and writers. This depends on proficiency in a face-to-face form of the language of the text, including its phonological aspects. In considering implications for practice, the importance of making the target language accessible is emphasized as the first step in any early literacy program, and an argument is made for instruction that is differentiated based on the needs of the individual deaf child in contrast with notions of generic interventions for the group.

Keywords:   early literacy, deaf, language, phonology, reading, writing

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