Abstract and Keywords
Although the contents of the processes and components of reading for students who are deaf or hard of hearing have not changed considerably since they were first proposed (Paul, 1998, 2003), the field has been informed by recent publications that foster an enhanced and expanded dialogue on this topic. The purpose of this chapter is to reexamine the reading acquisition process of children and adolescents who are deaf or hard of hearing within the current context of reading research beginning with a discussion of reading achievement and an explanation of the Qualitative Similarity Hypothesis (QSH; Paul, 1998, 2003, 2008, 2009). Following a brief overview of the reading process for students with typical hearing, we provide a research synthesis pertaining to reader and text factors that influence the development of reading. The conflation of research on both groups of learners is necessary to obtain an adequate understanding of the reading process, the interaction between reader and text, and to appreciate the directions for future research offered in the conclusion.
Keywords: deaf, hard-of-hearing, hearing loss, National Reading Panel, qualitative similarity hypothesis, reader factors, reading components, reading comprehension, reading processes, reading researchy, text factors
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