On the Road to the Evidence We Need for Effective Literacy Instruction

Abstract

Reviews the book, Literacy Instruction for Students Who Are Deaf and Hard of Hearing by S. R. Easterbrooks and J. Beal-Alvarez (see record 2013-08732-000). The book focuses on effective instructional strategies, curriculum, materials, interventions, and teaching programs for literacy instruction. This book is a comprehensive look at literacy instruction. It reviews the key elements of reading instruction and performance identified by the National Reading Panel (NRP): phonemic awareness, phonics, fluency, vocabulary, and comprehension. However, it organizes these elements differently from that of the NRP. In addition, the authors discuss grammar, writing, and assessment. For each literacy element covered, the authors clearly articulate why it is important, and review the literature on both hearing and deaf and hard of hearing (DHH) learners. This book clearly describes the diversity in the DHH population and discusses the need for literacy practices to be differentiated to match the language and communication needs of DHH students. Throughout the book, but most particularly in the final chapter, the authors raise questions that need to be addressed in future research; they call for more evidence-based research to support instructional practice. (PsycINFO Database Record (c) 2014 APA, all rights reserved)