Abstract

An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1–4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by grade level enrolled, reading curriculum grade level, and instructional setting, but not level of hearing loss or presence or absence of concomitant conditions. Students working with reading curriculum one grade level below spent significantly less time in reading instruction and reading than students working on grade level or two levels below. Students in general education settings spent significantly more time in reading instruction and reading silently than students in self-contained settings. The probability that students would engage in reading was significantly increased by several teacher and ecological conditions more likely to be observed in general education settings.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 294-303
Launched on MUSE
2008-08-07
Open Access
No
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