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date: 15 May 2021

Abstract and Keywords

Most research concerning the reading abilities of deaf and hard-of-hearing (DHH) learners has focused on children during the elementary school years and, less frequently, the middle school years. Recent research in several domains, however, has indicated that variables associated with better achievement among young DHH children (e.g., early access to language through deaf parents or cochlear implants) lose much or all of their predictive power by the time the learners reach college age. This chapter reviews research concerning reading comprehension of DHH college students in terms of standardized achievement scores, academic performance, and response to intervention. Relevant empirical research is limited in some areas and absent in others, but a variety of findings are available with regard to DHH college students’ learning from text, associations of reading with achievement in high school and college outcomes, and alternative methods of assessing reading abilities among older DHH learners.

Keywords: adult literacy, deaf learners, academic achievement, cochlear implants, sign language

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