Reading Development of Students Who Are Deaf and Hard of Hearing in Inclusive Education Classrooms

被引：3

作者：

Alasim, Khalid Nasser ^{[1
]}

机构：

[1] Prince Sattam bin Abdulaziz Univ, Dept Special Educ, Saad Ibn Muadh 11426, Al Kharj, Saudi Arabia

来源：

EDUCATION SCIENCES | 2019年 / 9卷 / 03期

关键词：

d; Deaf and hard of hearing students; inclusive education classroom; professional literature review; literacy; reading instruction; PHONOLOGICAL AWARENESS; GENERAL CURRICULUM; ACADEMIC STATUS; FULL INCLUSION; ACHIEVEMENT; INSTRUCTION; CHILDREN; LITERACY; TEACHERS; LANGUAGE;

D O I：

10.3390/educsci9030201

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this article is to discuss the major research findings associated with the reading/literacy development of students who are d/Deaf and hard of hearing (d/Dhh) in inclusive education classrooms. The conditions for developing effective literacy skills are also described. A professional review approach was utilized, and relevant journal articles from 1985 to 2019, inclusive, were selected and analyzed. Other relevant publications including selected chapters and books were used to support the available salient findings. Results of the reviews, recommendations for future research and the limitations of the review process are also provided.

引用

页数：15

共 75 条

[1]

Aceti KJ, 2010, AM ANN DEAF, V155, P118

[2] Educational conditions related to successful full inclusion programs involving deaf hard of hearing children [J].