An examination of the evidence-based literacy research in deaf education
| Autor: | John L. Luckner, John Young, Ann M. Sebald, Sheryl Muir, John B. Cooney |
|---|---|
| Rok vydání: | 2006 |
| Předmět: |
media_common.quotation_subject
Writing Population Literacy Education Speech and Hearing Reading (process) Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Adequate Yearly Progress Humans education Deaf education media_common education.field_of_study Medical education Evidence-Based Medicine Research Reading comprehension Reading Accountability Education of Hearing Disabled Educational Status Educational Measurement Psychology Inclusion (education) |
| Zdroj: | American annals of the deaf. 150(5) |
| ISSN: | 0002-726X |
| Popis: | THE ABILITY TO READ AND WRITE for a variety of purposes is essential to success in school and in contemporary society. The purpose of this investigation was to conduct an exhaustive review of the literature and a meta-analysis of literacy research in the field of deaf education. Computer and manual searches of 40 years of peer-reviewed journal articles were conducted. A total of 964 articles related to literacy and deafness were identified and examined; 22 articles met the criteria for inclusion in the review. Results indicate that (a) no two studies examined the same dimension of literacy; (b) there was a paucity of well-designed group studies; (c) there were no systematic replication of studies; (d) there is limited data to establish evidenced-based practices. Consequently, increasing the quantity and improving the quality of research in the field is recommended. Read and Write-or Fail Literacy skills are essential to success in today's technological society. Everyday examples of these skills include accessing the Internet and sending and receiving e-mail; reading instructional manuals for the workplace, computers, or cars; following directions at work, for travel, or for taking medications; and reading the newspaper or enjoying a magazine or book. Literacy is also the key to functioning effectively in school. For most individuals, reading proficiency begins in early childhood, advances with formal reading instruction in school, and continues to increase as the result of quality educational, social, and recreational experiences throughout one's lifetime (Chall, 1996). Without well-developed literacy skills, students cannot participate fully in classroom learning. They are at much greater risk for school failure and lifelong problems with employment, social adjustment, and personal autonomy (Moats, 2000). Consequently, individuals who struggle to read and write are much more likely than literate people to drop out of school, go to prison, or struggle to find and keep meaningful, satisfying work (Cramer & Ellis, 1996). Literacy skills are also vital at a national level. Countries that are successful at instilling strong literacy skills in their citizens are in a better position to meet the economic challenges of operating in a global information-based economy. Simultaneously, citizens with strong literacy skills are better prepared to address today's complex educational, social, economic, and political issues. Finally, a population with strong literacy skills enables a country to better meet the complex social challenges it faces. For example, strong literacy skills are linked to better health outcomes for individuals (Berkman et al, 2004). Simultaneously, a highly literate population will be better able to participate in determining how best to allocate scarce national resources among competing priorities, such as education, health, transportation, the environment, defense, and social programs. The importance of literacy has been highlighted by the National Reading Panel (NRP), which was convened in 1997 in response to a congressional directive to review the scientific literature and to determine the most effective ways to teach children and youth to read. The NRP issued its report, and a summarizing document titled Put Reading First: The Research Building Blocks for Teaching Children to Read was developed and disseminated (National Institute for Literacy, 2001). These findings were then incorporated into the No Child Left Behind Act of 2001 (Pub. L. No. 107-110). NCLB emphasizes the development of literacy as well as school systems' accountability for student outcomes. School personnel are required to demonstrate that all students are reading at or above grade level by the end of the third grade, and that they continue to make adequate yearly progress in subsequent years. The NRP and NCLB support reading instruction based on "scientifically based research," which is defined as "rigorous, systematic, and objective procedures to obtain valid knowledge, which includes research that is evaluated using experimental or quasiexperimental designs, preferably with random assignment" (Slavin, 2002, p. … |
| Databáze: | OpenAIRE |
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