Evidence-based Curricula and Practices That Support Development of Reading Skills

Susan R. Easterbrooks

in The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2

Published in print June 2010 | ISBN: 9780195390032
Published online September 2012 | | DOI:

Series: Oxford Library of Psychology

Evidence-based Curricula and Practices That Support Development of Reading Skills

More Like This

Show all results sharing these subjects:

  • Psychology
  • Educational Psychology
  • Developmental Psychology



The Individuals with Disabilities Education Improvement Act (2004) and No Child Left Behind Act (2001, 2002) require teachers to use evidence-based practices (EBPs) in instruction. This is not an easy task as the evidence base in deaf education tends to be woefully lacking. This chapter begins with a discussion of the challenges that deaf or hard-of-hearing (DHH) children face in acquiring reading skills, focusing especially on the apparent bifurcation in the population between those with access to sound and those without. Next, it provides a review of the relations between early skills and later reading acquisition, examining those factors that are related to positive literacy outcomes. The field of literacy instruction is changing rapidly, and teachers need guidelines for reviewing the existing knowledge base. The chapter presents a discussion of levels of research effort through which educators may examine the knowledge base. In the absence of clear evidence, educators may choose to investigate practices from the perspective of their relation to correlates of language acquisition. Finally, it identifies curricula accepted for use with hearing children by the What Works Clearinghouse (WWC) and relates these to our evidence of their use with DHH children. In no other area of deaf education is the challenge to educators more important and complex. We must make the effort to keep abreast of newly identified EBPs as research becomes available.

Keywords: alphabetic knowledge; comprehension; evidence-based practice; literacy; literacy curriculum; phonics; phonological awareness

Article.  11889 words. 

Subjects: Psychology ; Educational Psychology ; Developmental Psychology

Full text: subscription required

How to subscribeRecommend to my Librarian

Buy this work at Oxford University Press »