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Journal of Deaf Studies and Deaf Education Advance Access originally published online on June 12, 2007
The Journal of Deaf Studies and Deaf Education 2007 12(4):411-431; doi:10.1093/deafed/enm020
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© The Author 2007. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

What Really Matters in the Early Literacy Development of Deaf Children

Connie Mayer

York University


  Abstract

With much earlier identification of hearing loss come expectations that increasing numbers of deaf children will develop literacy abilities comparable to their hearing age peers. To date, despite claims in the literature for parallel development between hearing and deaf learners with respect to early literacy learning, it remains the case that many deaf children do not go on to develop age-appropriate reading and writing abilities. Using written language examples from both deaf and hearing children and drawing on the developmental models of E. Ferreiro (1990) and D. Olson (1994), the discussion focuses on the ways in which deaf children draw apart from hearing children in the third stage of early literacy development, in the critical move from emergent to conventional literacy. Reasons for, and the significance of, this deviation are explored, with an eye to proposing implications for pedagogy and research, as we reconsider what really matters in the early literacy development of deaf children.

Correspondence should be sent to Connie Mayer, Faculty of Education, York University, 4700 Keele Street, Toronto, Ontario, Canada M3J 1P3 (e-mail: cmayer{at}edu.yorku.ca).

Received August 21, 2006; revised March 27, 2007; accepted March 30, 2007


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 Topics in Early Childhood Special EducationHome page
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[Abstract] [PDF]


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