Content-Area Reading in the Deaf Education Classroom

• In Event: Roundtable Session 19
  In Roundtable Session: Focus on Literacy

Abstract

The current literature indicates that content area teachers in the deaf education classroom are not teaching reading, yet, no existing studies provide a robust description of the instructional practices used by these teachers. This paper will provide a rich description of the content area reading (CAR) practices in five, upper-grade, deaf education classrooms. Results from two separate studies will be shared, including a piloted case study of one teacher and a multiple case study of four teachers in deaf education social studies classrooms. Observational data describing the frequency, duration and intensity of CAR instruction will be provided, along with supporting descriptive data on how teacher perceptions/ preconceptions influence instructional practices in the observed classrooms in relation to CAR development.

Author

• Michella Maiorana-Basas, Michigan State University