Abstract and Keywords
Literacy has been and remains a focal point of schooling and a critical outcome of education. Though much has been written about the individual factors that contribute to literacy development in school, including the contribution of access to language, researchers and educators have long lamented the absence of an evidence base to guide the instruction and assessment of literacy for deaf and hard-of-hearing students. The past couple of decades, however, have seen an upturn in the effectiveness of research identifying what is necessary for an individual to learn to read and how education professionals can go about making that a reality for learners. This introduction describes the purpose of this handbook and how the individual chapters contribute to the accumulation of knowledge for effective literacy teaching.
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