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Finding effective reading comprehension strategies for hi students

Autumn Newsome

D/HH/LBD Teacher

Letcher County Schools

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What is a hearing impairment?

A hearing impairment is defined as:

Hearing impairment as a disability category is similar to the category of deafness, but it is not the same. The official definition of a hearing impairment by the Individuals with Disabilities Education Act (IDEA) is “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of ‘deafness.'” Thus, knowing the definition of deafness is necessary to understand what sort of disabilities are considered hearing impairments. A hearing loss above 90 decibels is generally considered deafness, which means that a hearing loss below 90 decibels is classified as a hearing impairment.

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Research shows that these students read at lower levels than their hearing peers. In fact, about 30% of students who were deaf before the age of 3 graduated reading on a 2nd-grade level.

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86%

How many students with hearing impairments are educated in the regular inclusive classroom

(Gallaudet, 2015).

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Studies show that:

Children who are hard of hearing have experienced great difficulties in learning to read (McNally, Rose and Quigley, 2007).

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Research conducted on text comprehension showed that there are characteristics of good comprehension. Students who comprehend well set goals for reading, apply their own knowledge and experiences to the text, read words and phrases fluently, use strategies and skills to make meaning before, during, and after reading, identify the author’s purpose, distinguish between fact and opinions, and draw logical conclusions (Easterbrooks & Alvarez, 2013.)

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What does it take to comprehend text?

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metacognition

Reading is a process that requires several cognitive tasks.

Many D/HH students have underdeveloped meta-cognitive skills (Wurst, Jones, & Luckner 2005)

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Comprehension requires interacting with the text to construct meaning. Students with hearing impairments may have difficulty with this because they are focused on the decoding process and each individual word rather than the text as a whole. Over the last century, research has shown that these children read at lower levels than their hearing peers.

Many graduate high school reading at a

fourth-grade level.

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Many students with hearing impairments have missed out on incidental language as a result of a hearing impairment.

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How can we fix this? What strategies are proven to work best???

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Previewing & Predicting

Reader’s Theater

Activating Prior Knowledge

STRATEGIES THAT WORK!!!

Cooperative Learning

Sequencing & Inferencing

Strategies that have proven to be the most effective AR previewing and predicting this would take place before reading a text is getting clued previewing vocabulary using prediction logs this requires the student to become actively engaged in the reading process it also allows them to activate prior knowledge about a subject which limits them from possibly becoming confused so it gives them a kind of a head start before the text is actually read I like to think of a word Bank when you review vocabulary it's it's very important for them to know the meanings of these words and to decode them prior to read in the text another strategy that is effective and fun is readers theater this can be a very informal fun way to engage a student in in Reading each student would choose a character and act out that part this cause of the student to be engaged in the reading and students will be more invested if they are apart of the story another excellent strategy is cooperative learning this takes place in groups of students pairs can work as well students can take roles such as scribe reader secretary and Note Taker there are many options for this particular strategy but the idea of Cooperative learning in that students work together to make meaning of text sequencing in imprinting is I'm involved being able to sort the order of the story and being able to derive meaning from say a picture and then we have activating prior knowledge which goes back to the previewing and the predicting activities all of these strategies are high yield strategies.

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When students were given the opportunity to preview vocabulary,

This happened...

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Scores increased by over 40%

Lesson 1 Lesson 2 Lesson 3

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When students were given anticipation guides, this happened...

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Remember to expand

on the topic with field trips,

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Invite guest speakers

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and provide hands-on experiences.

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By using high-yield strategies,

H.I. Students will better understand what they are reading. This will, in turn, help them succeed in all subject areas.

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References

American National Standard Acoustical Performance Criteria, ANSI/ASA S12.60-2010 Design requirements, and guidelines for schools, Part 1: Permanent Schools. 2019. Retrieved from: https://acousticalsociety.org/classroom-acoustics

Bickham, Lisa M., 2015. Reading comprehension in deaf education: Comprehension strategies to support students who are deaf or hard of hearing. Education Masters. Paper 314. https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1321&context=education_ETD_masters

Canadian Hearing Society. (2015). Classroom accessibility for students who are deaf or hard of hearing. Retrieved from:

https://www.chs.ca/sites/default/files/mhg_images/CHS003_AccessibilityGuide_EN_A PROVED.PDF

Cannon, J. E., & Guardino, C. (2012). Literacy strategies for deaf/hard-of-hearing English language learners: Where do we begin? Deafness & Education International. 14. 78-99.

Dostal, H. M., & Wolbers, K. A. (2014). Developing language and writing skills of deaf and hard of hearing students: A simultaneous approach. Literacy Research and Instruction. 53. 245-268.

Enns, C. (2009). Critical literacy: Deaf adults speak out. Exceptionality Education International, 19(2),3–20.Retrievedfrom: http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=508036586&site=ehost-live&scope=site

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Easterbrooks, S. R., & Beal-Alvarez, J. (2013). Professional perspectives on deafness: Evidence and applications. Literacy instruction for students who are deaf and hard of hearing. New York, NY, US: Oxford University Press.

Easterbrooks, S. R., & Stoner, M. (2006). Using a visual tool to increase adjectives in the written language of students who are deaf or hard of hearing. Communication Disorders Quarterly, 27(2), 95–109. https://doi.org/10.1177/15257401060270020701

Gallaudet University. (2015). Educating students who are deaf or hard of hearing: A guide for professionals in general education settings. Retrieved from: https://www3.gallaudet.edu/clerc-center/learning-opportunities/online-learning/educating-students-who-are-deaf-or-hard-of-hearing-in-general-education-settings.html

Gunning, T.G. (2010). Creating literacy instruction for all students, 8^th edition. Upper Saddle River, NJ: Pearson Education.

Individuals with Disabilities Education Improvement Act of 2004 (P.L. 94-142), IDEA.

Kuder, S.J. (2013). Teaching students with language and communication disabilities, 4^th edition. Upper Saddle River, NJ: Pearson Education.

Letchford, L. (2018). Reversed; a memoir. Irvine, CA: Acorn Publishing.

McAnally, P.L., Rose, S., Quigley, S.P. (2007). Reading practices with deaf learners, 2^nd edition. Austin, TX: Pro-Ed.

McEwan-Adkins, E.K., (2010). 40 reading intervention strategies for k-6 students. Bloomington, IN:Solution Tree Press.

The National Institute on Deafness and Other Communication Disorders (NIDCD-NIH) https://www.nidcd.nih.gov/

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Power, Des & Leigh, Greg. (1998). Teaching Reading and Writing to Deaf Students: A Brief History. Australian Journal of Education of the Deaf. 4. 16-19.

Sagor, R. & Williams, C. (2017) The action research guidebook; A process for pursuing equity and excellence in education 3^rd edition. Corwin, Thousand Oaks, CA.

Schirmer, B. R. (2000). Writer’s Workshop: Teaching Process Writing to Students who are Deaf. Exceptional Children: An Introduction to Special Education (6^th edition). Pages 382-383.

Serravello, J. (2015). The reading strategies book. Heinemann. Portsmouth, New Hampshire.

Skerrit, P. (2017). Practices and routines in SIWI lessons that develop reading proficiency for D/HH learners. Caribbean Curriculum, 25, 38–52. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=133555116&site=ehost-live&scope=site

Vaughn, S., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., Mohammed, S. S., & Stillman-Spisak, S. J. (2011). Efficacy of collaborative strategic reading with middle school students. American Educational Research Journal, 48(4), 938–964. https://doi.org/10.3102/0002831211410305

Weber, M. 2016. 10 Challenges deaf students face in the classroom. Retrieved from: https://www.gettingsmart.com/2016/08/10-challenges-deaf-students-face-in-the-classroom/

Wurst, D., Jones, D., & Luckner, J. (2005). Promoting literacy development with students who are deaf, hard-of-hearing, and hearing. Teaching Exceptional Children, 37(5), 56–62.