Literacy Development of the Deaf: Influence of Environmental Factors
literacy development, deaf students
Learning to read and write plays a significant role in children’s linguistic and cognitive development. The development of reading skills is a natural process in a home where literacy is emphasized and children are surrounded by print.1 However, the acquisition of literacy is not an easy task for all children because it requires complex coordination of various capabilities.2 Deaf people in particular face immense linguistic, social, and emotional obstacles in learning to read and write. (The term deaf is used in this report to denote both deaf and hard-of-hearing individuals). According to standardized reading assessments, most deaf high school graduates read at roughly a third or fourth grade level.3
Original Publication Citation
Harding, B. and Tanner, M. (1997, March). Literacy Development of the Deaf: Influence of Environmental Factors. Paper presented at the international TESOL convention, Orlando, FL.
BYU ScholarsArchive Citation
Tanner, Mark W. and Harding, K. Brooke, "Literacy Development of the Deaf: Influence of Environmental Factors" (1997). Faculty Publications. 5968.
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