Abstract

The American Federation of Teachers (1999) has stated that "the most fundamental responsibility of schools is teaching students to read" (p. 7). The central purpose of reading is comprehension—constructing meaning from text. The purpose of the present study was to identify, review, and summarize the research published in professional peer-reviewed journals related to reading comprehension and school-age students who are deaf or hard of hearing between 1963 and 2005. Fifty-two studies were identified and reviewed. The results were summarized in a table and reported descriptively. The most frequently researched reading comprehension teaching strategies were identified and discussed. The need for more research in this critical area was noted.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 6-36
Launched on MUSE
2008-06-08
Open Access
No
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