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How do deaf and hard of hearing children learn to read?

What is the best way to teach deaf and hard of hearing children to read?

Can deaf and hard of hearing children learn the alphabetic principle?

What are the roles of signed language and spoken languages in literacy acquisition in the classroom?

How do we improve literacy outcomes for deaf and hard of hearing children? What should I do on Monday?

Teachers all across the country have been asking themselves these questions for many years. For the first time in education history, a signficant project has been developed to contribute to our ability to answer these questions. The Center on Literacy and Deafness (CLAD), with funding from the Institute of Education Sciences, has brought together a team of experts from around the nation to address this challenge. In years 1 and 2 of the project, the team will gather comprehensive language and literacy data on close to 400 deaf and hard of hearing children from a variety of classes, including local schools, charter schools, residential or day schools for the deaf, and private schools and from all communication philosophies to examine the current state in literacy. They will video-tape student instruction and code the videotapes to identify child by instruction interactions. Based on these data, they will develop and field-test a variety of interventions that will assist children in kindergarten through 2nd grade to master literacy more effectively and efficiently. The purpose of this site is to provide you with information about what we are doing and where we are working. We invite you to read about our activities from time to time. Thank you for your interest in children who are deaf or hard of hearing.

Participating Schools

Many schools from around the nation are participating in this project. Click each star and shaded area to learn more about our affiliates.

CLAD Map

star Stars represent affiliated universities
  Color represents states with participating schools

 

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The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R24C120001. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.

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