Understanding Deaf Readers
Abstract
The development of reading skills, beyond a functional level, is difficult for most deaf
readers. Standardized testing demonstrates a median 4th grade reading level that remains
consistent even after national norming of the Stanford Achievement test on the population of
deaf school children. Deaf education continues to generate various educational interventions, yet
few interventions lead to classroom implementation of effective-based practices.
Research associated with successful deaf readers who read at levels equal to or better
than the average 12th grade hearing reader is less prevalent. Subsequently, effective
identification of how these deaf readers successfully comprehend text is not well understood.
Understanding how successful deaf readers develop their reading comprehension strategies may
prove beneficial to educators and deaf readers. The primary research question asks, “What
experiences contribute to the development of successful deaf readers?” Two secondary questions
support the exploration of this topic by asking: “In what ways do these experiences support their
reading process?” and “Can an understanding of these experiences contribute to future research
efforts to develop positive reading outcomes for deaf readers?” Integration of an interpretative
phenomenological analysis and self-determination theory will support the analysis and potential
identification of those particular experiential, social, and educational events that contribute to the
development of successful deaf readers.
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