Abstract
Deaf and hard of hearing (DHH) children struggle to develop reading success and proficient language. The journey to reading success begins when a child is diagnosed with a hearing difference and receives early intervention services. Access to early intervention services sets the foundation for DHH students' language and reading achievement. If a child cannot achieve fluent language, their reading will follow suit. This chapter explains how DHH children's language impacts their reading development. First, the chapter describes the research related to early intervention, communication modes, and reading in the DHH population. Second, the chapter explains how language affects reading development in DHH children. Lastly, the chapter includes resources and recommendations for DHH children's parents and teachers. The resources and recommendations focus on practical strategies to grow DHH children's language and, therefore, their reading.
TopBackground: Communication And Reading Among Dhh Children
Deaf and Hard of Hearing children encounter challenges in their reading and language development. In this section, the researcher argues that DHH children face a unique set of obstacles to developing skilled reading due to the lack of language access. To make this argument, the author explores three topics. First, the author provides background information on the DHH population. Second, the author explores the breadth of possible communication options for DHH children, recognizing the depth and context each faces barriers to full implementation. Third, the author explains Scarborough’s Reading Rope (2001) as the theoretical foundation for this chapter and within the context of DHH learners.
A hearing difference diagnosis is a low-incidence disability but still affects a considerable part of the population. The World Health Organization (WHO) reports that there are 430 million people who are DHH or are diagnosed with a hearing difference (2021). The DHH population in the WHO’s report includes adults and children with hearing differences. To narrow the scope, the Universal Newborn Hearing Screening (UNHS) tests all infants after birth to screen for possible hearing differences. The UNHS identified 61,475 babies with a hearing difference out of the 3,545,388 screened (CDC, 2021). Once the DHH child receives the official diagnosis, families begin to proceed to the next step in the process.
After a child receives a diagnosis, the family has to decide which interventions fit their family’s needs. For example, audiologists can fit their child for hearing aid/s, cochlear implant/s, or a Bone Anchored Hearing Aid (Cohen, 2003; Eisenberg et al., 2004). A Teacher of the Deaf and hard of hearing (TOD) can connect the family to Deaf individuals and help the family communicate with their DHH child (Luft, 2008). In addition, there are different avenues the family of DHH children may utilize for through the air communication.
Key Terms in this Chapter
Deaf and Hard of Hearing (DHH): Deaf and hard of hearing was chosen because of the individuals reviewed in this study. Deaf individuals (as defined above) and hard of hearing individuals who medically have a hearing difference. These individuals may use sign language, spoken language, or a combination but do not consider themselves part of the Deaf community (Padden & Humphries, 1990).
Deaf: The term Deaf does not refer to a medical diagnosis. The term Deaf refers to the individuals in the Deaf community ( National Association of the Deaf - NAD , n.d.). The Deaf community is a rich group and culture of individuals utilizing a shared language, American Sign Language. The individuals in the Deaf community may have a hearing difference but do not have to have a hearing difference to be a part of the community (Padden & Humphries, 1990).