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From The CriticsReviewer: Kristin B Keller, M.S., CCC-SLP(George Washington University)
Description: This book presents reading theories, research, and interventions for deaf or hard of hearing students.
Purpose: The purpose is to provide an introduction to reading development and research-based instructional practices for students who are deaf or hard of hearing. The authors provide a comprehensive book on reading practices as well as references for additional education.
Audience: This book may be appropriate for undergraduates who have an interest in reading therapy as it provides a nice introduction to theory and research. It would serve graduate students well who are studying to become deaf educators as well as a resource for clinicians providing reading services and instruction.
Features: The authors do a wonderful job of presenting information in a chronological order so each chapter builds on the previous. Each chapter begins with stated objectives and concludes with review and reflect questions, application exercises, and suggested readings and resources. The authors provide a great summary of the National Reading Panel research and its application to reading therapy. Another key feature is a case study section which highlights four students who are deaf or hard of hearing. The book also offers exercises for readers to apply their knowledge of reading intervention to each of the four case studies. Lastly, the chapter on using technology in reading instruction is functional and efficacious.
Assessment: This is an excellent book on reading development and research. More importantly, it provides a comprehensive teaching tool and reference for those providing reading instruction to students who are deaf or hard of hearing. As a speech language pathologist, I found this an invaluable resource as an introduction to an area of reading that will undoubtedly enhance my knowledge and skills as a therapist.