“All Means All” Isn’t an Equity Framework for Literacy

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Systemic Challenges in Educational Opportunities (Table 8)

Abstract

Understandings of reading entrenched in the recent wave of state education legislation are entrenched in a set of core assumptions about the universality of literacy development in which it is always:
Dependent on sound: Rooted in the ability to hear, distinguish, and manipulate phonetic components of a spoken language.
Paced: A process that adheres to a predetermined timeline with specific milestones reached at certain ages.
Sequential: A process that follows a fixed and unchanging order of skill development.

In this paper we analyze the text of recent reading legislation to understand how SoR is made relevant, constituted and mobilized in ways that has particular implications for deaf readers.

Authors

• Rachael E. Gabriel, University of Connecticut

• Leala Holcomb, University of Tennessee

• Hannah M. Dostal, University of Connecticut