Journal of Deaf Studies and Deaf Education 5:1 2000
© 2000 Oxford University Press
How Do Children Who Can't Hear Learn to Read an Alphabetic Script? A Review of the Literature on Reading and Deafness
The Ontario Institute for Studies in Education University of Toronto
I review the literature on reading and deafness, focusing on the role of three broad factors in acquisition and skilled reading: the method of encoding print; language-specific knowledge (i.e., English); and general language knowledge. I explore the contribution of three communication systems to reading: spoken language, English-based sign, and American Sign Language. Their potential contribution to literacy is mediated by four parameters on which they differ: codability, structural isomorphism, accessibility, and processibility. Finally, I discuss the implications for additional research as well as for education.
Correspondence should be sent to Carol Musselman, HDAP, OISE/UT, 252 Bloor Street West, Toronto, Ontario M5S 1V6 (e-mail: cmusselman{at}oise.utoronto.ca ).
Received April 23, 1999; revised July 20, 1999; accepted July 27, 1999
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