An international research review of literacy intervention strategies for children with severe to profound deafness

The main purpose of this DfEE‐commissioned review[This paper is based on Professor Webster's contribution ‘Pupils with hearing impairment’ in the DfEE Research Series Report ‘Literacy and Special Educational Needs’ (ed. Felicity Fletcher‐Campbell). This report is now available from the DfEE: further information can be found on the research section of the DfEE's website: www.dfee.gov.uk/research] was to identify best practice in literacy teaching for deaf learners, underpinned by research evidence. In fact, very little research has been carried out to evaluate different instructional methods. In a search of recent American, European and Australian databases, four categories were outlined: 1. Surveys of current practice; 2. Experimental research used to support specific kinds of intervention; 3. Polemical prescriptions of approaches or techniques; and 4. Experimental research on the efficacy of specific interventions. Multi‐dimensional approaches are indicated by the current state of research knowledge. Some, but not all, deaf children can follow routes effective for hearing children. Key issues include the teachability of aspects of literacy to deaf children, access to auditory information and the quality of discourse around text. Copyright © 2000 Whurr Publishers Ltd.