Enhancing Reading Ability to Prevent Students From Becoming "Low-Functioning Deaf" as Adults
Recent research on reading instruction in general and special education, collectively referred to as "scientifically based reading research," is emphasized in two new federal programs, Reading First and Early Reading First. The findings of this research, as it relates to the education of s...
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| Veröffentlicht in: | American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 2002-12, Vol.147 (5), p.22-27 |
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| container_end_page | 27 |
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| container_title | American annals of the deaf (Washington, D.C. 1886) |
| container_volume | 147 |
| creator | Bowe, Frank G. |
| description | Recent research on reading instruction in general and special education, collectively referred to as "scientifically based reading research," is emphasized in two new federal programs, Reading First and Early Reading First. The findings of this research, as it relates to the education of students who are deaf or hard of hearing, are reviewed. Noteworthy is the stress placed on intervening early in children's lives, focusing on active learning opportunities, teaching strategies for reading fluency, and applying teacher interventions such as miscue analysis. The urgent need for educators to identify and implement effective techniques is highlighted by the continuing problem of "low-functioning deaf (LFD) individuals being unable to secure gainful employment absent functional reading skills. |
| doi_str_mv | 10.1353/aad.2012.0234 |
| format | Article |
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The findings of this research, as it relates to the education of students who are deaf or hard of hearing, are reviewed. Noteworthy is the stress placed on intervening early in children's lives, focusing on active learning opportunities, teaching strategies for reading fluency, and applying teacher interventions such as miscue analysis. The urgent need for educators to identify and implement effective techniques is highlighted by the continuing problem of "low-functioning deaf (LFD) individuals being unable to secure gainful employment absent functional reading skills.</description><identifier>ISSN: 0002-726X</identifier><identifier>ISSN: 1543-0375</identifier><identifier>EISSN: 1543-0375</identifier><identifier>DOI: 10.1353/aad.2012.0234</identifier><identifier>PMID: 12833815</identifier><identifier>CODEN: ANDFAL</identifier><language>eng</language><publisher>Washington, DC: Conference of Educational Administrators of Schools and Programs for the Deaf</publisher><subject>Active learning ; Adult ; Aptitude ; Biological and medical sciences ; Children ; Deaf education ; Deafness ; Discourse strategies ; Ear, auditive nerve, cochleovestibular tract, facial nerve: diseases, semeiology ; Early literacy ; Early Reading ; Educational evaluation ; Educational research ; Educational Status ; Federal Programs ; Fluency ; Grade 2 ; Grade 4 ; Hard of Hearing ; Hearing disorders ; Humans ; Kindergarten education ; Learning disabilities ; Medical sciences ; Miscue analysis ; Non tumoral diseases ; Otorhinolaryngology. Stomatology ; Phonemics ; Preschool Children ; Preschool Teachers ; Public health. Hygiene ; Public health. Hygiene-occupational medicine ; Reading ; Reading ability ; Reading Achievement ; Reading Comprehension ; Reading instruction ; Reading Materials ; Reading Programs ; Reading Skills ; Reinforcement (Psychology) ; Special education ; Stress ; Students ; Teachers ; Teaching Methods ; Teaching. Deontology. Ethics. 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The findings of this research, as it relates to the education of students who are deaf or hard of hearing, are reviewed. Noteworthy is the stress placed on intervening early in children's lives, focusing on active learning opportunities, teaching strategies for reading fluency, and applying teacher interventions such as miscue analysis. The urgent need for educators to identify and implement effective techniques is highlighted by the continuing problem of "low-functioning deaf (LFD) individuals being unable to secure gainful employment absent functional reading skills.</description><subject>Active learning</subject><subject>Adult</subject><subject>Aptitude</subject><subject>Biological and medical sciences</subject><subject>Children</subject><subject>Deaf education</subject><subject>Deafness</subject><subject>Discourse strategies</subject><subject>Ear, auditive nerve, cochleovestibular tract, facial nerve: diseases, semeiology</subject><subject>Early literacy</subject><subject>Early Reading</subject><subject>Educational evaluation</subject><subject>Educational research</subject><subject>Educational Status</subject><subject>Federal Programs</subject><subject>Fluency</subject><subject>Grade 2</subject><subject>Grade 4</subject><subject>Hard of Hearing</subject><subject>Hearing disorders</subject><subject>Humans</subject><subject>Kindergarten education</subject><subject>Learning disabilities</subject><subject>Medical sciences</subject><subject>Miscue analysis</subject><subject>Non tumoral diseases</subject><subject>Otorhinolaryngology. Stomatology</subject><subject>Phonemics</subject><subject>Preschool Children</subject><subject>Preschool Teachers</subject><subject>Public health. Hygiene</subject><subject>Public health. Hygiene-occupational medicine</subject><subject>Reading</subject><subject>Reading ability</subject><subject>Reading Achievement</subject><subject>Reading Comprehension</subject><subject>Reading instruction</subject><subject>Reading Materials</subject><subject>Reading Programs</subject><subject>Reading Skills</subject><subject>Reinforcement (Psychology)</subject><subject>Special education</subject><subject>Stress</subject><subject>Students</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Teaching. Deontology. Ethics. 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Stomatology</topic><topic>Phonemics</topic><topic>Preschool Children</topic><topic>Preschool Teachers</topic><topic>Public health. Hygiene</topic><topic>Public health. Hygiene-occupational medicine</topic><topic>Reading</topic><topic>Reading ability</topic><topic>Reading Achievement</topic><topic>Reading Comprehension</topic><topic>Reading instruction</topic><topic>Reading Materials</topic><topic>Reading Programs</topic><topic>Reading Skills</topic><topic>Reinforcement (Psychology)</topic><topic>Special education</topic><topic>Stress</topic><topic>Students</topic><topic>Teachers</topic><topic>Teaching Methods</topic><topic>Teaching. Deontology. Ethics. 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| identifier | ISSN: 0002-726X |
| ispartof | American annals of the deaf (Washington, D.C. 1886), 2002-12, Vol.147 (5), p.22-27 |
| issn | 0002-726X 1543-0375 1543-0375 |
| language | eng |
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| source | MEDLINE; EBSCOhost Education Source; JSTOR |
| subjects | Active learning Adult Aptitude Biological and medical sciences Children Deaf education Deafness Discourse strategies Ear, auditive nerve, cochleovestibular tract, facial nerve: diseases, semeiology Early literacy Early Reading Educational evaluation Educational research Educational Status Federal Programs Fluency Grade 2 Grade 4 Hard of Hearing Hearing disorders Humans Kindergarten education Learning disabilities Medical sciences Miscue analysis Non tumoral diseases Otorhinolaryngology. Stomatology Phonemics Preschool Children Preschool Teachers Public health. Hygiene Public health. Hygiene-occupational medicine Reading Reading ability Reading Achievement Reading Comprehension Reading instruction Reading Materials Reading Programs Reading Skills Reinforcement (Psychology) Special education Stress Students Teachers Teaching Methods Teaching. Deontology. Ethics. Legislation Vocabulary Development |
| title | Enhancing Reading Ability to Prevent Students From Becoming "Low-Functioning Deaf" as Adults |
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