The Benefit of Assessment-Based Language and Reading Instruction: Perspectives From a Case Study

• Published in: Journal of deaf studies and deaf education Vol. 7; no. 2; pp. 149 - 186
• Main Authors: Nielsen, Diane Corcoran, Luetke-Stahlman, Barbara
• Format: Journal Article
• Language: English
• Published: Cary, NC Oxford University Press 01.04.2002; Oxford Publishing Limited (England)
• Subjects: Auditory perception; Beginning Reading; Biological and medical sciences; Case Studies; Children; Communication Skills; Curriculum Based Assessment; Deaf education; Deafness; Elementary Education; Empirical Articles; Fundamental and applied biological sciences. Psychology; Grade 6; Handicap; Language; Language Acquisition; Language Proficiency; Listening; Literacy; Manual Communication; Preschool children; Preschool Education; Psychology and medicine; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Reading Instruction; Reading Strategies; Student Evaluation; Student Placement; Teaching Methods; Thinking Skills; Vocabulary; Vocabulary Development; Words; Human; Preschool age; Vocabulary; Verbal comprehension; Auditory disorder; Literacy; Preadolescent; Hearing loss; Case study; Verbal ability; Reading; School age; Language; Follow up study; Language development; ENT disease; Evolution; Female; Sensory handicap; Child
• ISSN: 1081-4159; 1465-7325; 1465-7325
• DOI: 10.1093/deafed/7.2.149

We present a case study of the language and literacy development of a deaf child, Marcy, from preschool through sixth grade. The purpose of the project was to examine the connection between language and reading and to provide insight into the relationships between them. To compile the case study, we analyzed data from nine years of follow-up, including listening, speech articulation, semantic, syntactic, reading, and writing information drawn from a number of informal and formal assessments. Annual evaluation of language and literacy skills was used to select educational placements, as well as instructional methods, strategies, and materials. Given that Marcy began school at 4 years of age, mute and without expressive language of any form (oral or sign), it may at first appear remarkable that she read narrative and expository text as did her hearing peers by sixth grade, because a substantial body of research shows that most deaf students read at the fourth-grade level by high school graduation (review by Paul, 1998). However, those responsible for Marcy's education prevented reading failure by carefully planning, instituting, and monitoring elements of language and literacy instruction. We present Marcy's progress and instruction by grade level and discuss it within the framework of phases/stages of reading development. We hope that the resulting case study may serve as an example of the language-reading connection, an awareness important not only for the literacy instruction of deaf and language-challenged children but for hearing students as well.