Reading and Writing Reflection Deaf or hard of hearing face more unique challenges when reading as opposed to their counterparts with typical hearing. The debate that the reading development of hearing students and that of deaf or hard-of-hearing students is similar, in my opinion is in order and important (Marschark and Spencer 98). This is because the difficulties that they experience can be similar based on a given level of reading; for instance, deaf or hard-of-hearing students may experience problems during reading acquisition, whereas, hearing students may not experience that problem. However, both hearing students and deaf or hard-of-hearing students experience problems when it comes to processing and comprehending whatever they have read. Studies have suggested that young hearing student and young deaf or hard-of-hearing students experience similar problems with respect to beginning picture books or books reading, supporting the assertion that reading development of hearing students and that of deaf or hard-of-hearing students is similar (105).
It is very important that teachers understand the backgrounds, characteristics and the communities in which deaf or hard-of-hearing students live, so that, they can be able to develop effective instruction methods and appropriate assessment for them. This is because; the ontogeny of learning begins in the social contexts of the community and home, and the experiences that a child has at the early stages (110). Research have also shown that, interactive sign print, story booking, social interactions around learning activities and extensive reading and writing help the deaf or hard-of-hearing student’s early and emergent learning development.
Work Cited
Marschark, Marc, and Patricia Elizabeth Spencer. The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1. 2nd Ed. New York: Oxford University Press, 2011. Print.