Language First Learning Library

Course Description: Reading is a complex procedure requiring multiple cognitive processes (e.g., attention long-term and short-term memory as well as working memory, verbal sequential processing, and executive functioning) and skills (e.g., prior knowledge, comprehension checks, etc.) in addition to a strong first language. Recent research has supported the need for this range of processes and skills for Deaf and Hard of Hearing (DHH) learners, particularly the importance of a strong first language, regardless of the modality. Instruments that are valid for use with the target population are required to determine the efficacy of language and literacy approaches with that population. Many instruments used with typically hearing populations are inappropriate or even invalid for use with DHH learners, resulting in a need to identify or develop more appropriate measures and to modify the administration and/or interpretation of standard measures when they are used. Research and rationale for the above contentions will briefly be reviewed. Current language and literacy assessments which may be used for evaluating language and literacy in DHH learners will be presented, in conjunction with caveats and possible guidelines for their use.

Agenda:

15 minutes: Review of cognitive processes and skills required for language and literacy development and the research that supports literacy being a cognitive-linguistic task requiring a strong L1

20 minutes: Review of the literature related to the complexities of using standard literacy assessments with DHH learners and the potential issues related to their use

25 minutes: Presentation of currently available measures that may be used to monitor literacy of DHH students, caveats related to their use, and approaches to addressing the potential issues that may arise

Learner Outcomes:

Participants will be able to:

1. Explain how at least two cognitive processes are required for reading

2. Describe two issues with using standard literacy measures with DHH learners

3. Explain how one or more current reading measures may be applied to DHH learners and the related modifications and caveats associated with their use