“Reading and deafness”: a review

“Reading and deafness”: a review Read Writ (2013) 26:317–320 DOI 10.1007/s11145-012-9364-9 BOOK REVIEW Rachael E. Gabriel Hannah M. Dostal Published online: 9 March 2012 Springer Science+Business Media B.V. 2012 One of most pressing topics of concern within the field of deaf education is the pattern of little progress in reading achievement for deaf and hard of hearing (d/hh) students in middle and high school (Yoshinaga-Itano & Downey, 1996; Gallaudet Research Institute, 2003). Researchers over the last 45 years have repeatedly argued that deaf education lacks the volume and quality of research it needs to increase the quality of educational opportunity, especially in the areas of reading and reading comprehension (Luckner & Handley, 2008; Luckner, Sebald, Cooney, Young, & Muir, 2005/2006). Reading and Deafness: Theory, Research and Practice (Trezvek, Paul & Wang, 2009) has been hailed as a ‘‘first-of-its-kind text’’ that provides ‘‘a comprehensive and balanced view of reading and deafness’’ (back cover). Unfortunately, instead of building on the current knowledge base in the field of literacy, the authors reached back a decade to a document with a deeply troubled history, the summary of the findings of the National Reading Panel (NRP, 2000)in order to structure a book with questionable utility. Instead of heeding the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

“Reading and deafness”: a review

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Publisher
Springer Netherlands
Copyright
Copyright © 2012 by Springer Science+Business Media B.V.
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-012-9364-9
Publisher site
See Article on Publisher Site

Abstract

Read Writ (2013) 26:317–320 DOI 10.1007/s11145-012-9364-9 BOOK REVIEW Rachael E. Gabriel Hannah M. Dostal Published online: 9 March 2012 Springer Science+Business Media B.V. 2012 One of most pressing topics of concern within the field of deaf education is the pattern of little progress in reading achievement for deaf and hard of hearing (d/hh) students in middle and high school (Yoshinaga-Itano & Downey, 1996; Gallaudet Research Institute, 2003). Researchers over the last 45 years have repeatedly argued that deaf education lacks the volume and quality of research it needs to increase the quality of educational opportunity, especially in the areas of reading and reading comprehension (Luckner & Handley, 2008; Luckner, Sebald, Cooney, Young, & Muir, 2005/2006). Reading and Deafness: Theory, Research and Practice (Trezvek, Paul & Wang, 2009) has been hailed as a ‘‘first-of-its-kind text’’ that provides ‘‘a comprehensive and balanced view of reading and deafness’’ (back cover). Unfortunately, instead of building on the current knowledge base in the field of literacy, the authors reached back a decade to a document with a deeply troubled history, the summary of the findings of the National Reading Panel (NRP, 2000)in order to structure a book with questionable utility. Instead of heeding the

Journal

Reading and WritingSpringer Journals

Published: Mar 9, 2012

References

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