Learning from Successful Deaf Adult Readers to Imagine How the Future of Reading Pedagogy May Be Reset

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 4
  In Roundtable Session: Literacy Process and Deaf Protagonism

Abstract

The pendulum in the Reading Wars is currently swinging in the direction of phonics-based instruction away from a whole language approach. The momentum of the swing is largely precipitated by the "science of reading." A common argument against the whole language approach is that it provides too few tools to help children overcome incomprehension as a result of not recognizing words on paper. However, there are many successful Deaf adult readers who never had access to spoken English. They have managed to learn English through reading, and their success suggests that there is more to learn about the whole language approach and that a deeper understanding may help us navigate the claims made by the science of reading proponents.

Authors

• Marlon H. Kuntze, California School for the Deaf

• Hannah M. Dostal, University of Connecticut

• Jessica Scott, Georgia State University

• Debbie Golos, University of Minnesota

• Elaine Gale, Hunter College - CUNY

• Stacey Katz Shapiro, American School for the Deaf

• Emily Jo Noschese, Wayne State University

• Kate Kovacs, California School for the Deaf

• Julie Sepah, California School for the Deaf