Suggested books and reference sources for deaf students studying the holocaust include picture books, beginning chapter books, chapter books, poems and comics, reference books, deaf-related Web sites, general holocaust Web sites, and deaf-related printed references. (DB)

A teacher of middle school deaf students describes the use of literature study circles to encourage reading. The study circles encourage self-selection of reading materials, build a sense of community, help students to learn open-ended group discussion techniques, and foster thinking skills. (DB)

Eleven tips to teachers of hearing-impaired students wanting to build a classroom library include seeking community donations; joining book clubs; borrowing from the school library; involving the parent/teacher association; calling on the deaf community; contacting local service organizations; and asking for discounts. (DB)

A teacher at the Hawaii School for the Deaf and Blind recounts his experience implementing a whole-language approach with an elementary class of students with hearing impairments. The effort, focusing on insects, utilized dialog journals, word banks, shared reading, guided reading and writing, independent reading, and theme activities. A…

Twelve effective strategies commonly used by deaf adults when reading to deaf children are discussed. Techniques for combining American Sign Language and English exposure are presented, as are story-telling strategies for maintaining attention, using role play, using eye gaze to elicit participation, and relating stories to real world concepts.…

This review of research on the use of whole language with students with hearing impairments identifies recurring themes, such as whole language is effective for students from a variety of backgrounds and age levels, and literacy development of deaf students exposed to a literate environment parallels that of hearing students. (JDD)

The use of invented spelling in educational programs for students with deafness is described. Students use a variety of spelling strategies, such as visual, kinesthetic, sounding out, handshape in sign language, and functional spellings. Methods of encouraging risk taking in spelling are discussed, and the changing use of spelling tests is noted.…

Dialogue journals called learning logs were written by hearing-impaired students and responded to by their math teachers. The logs were used to monitor classroom behavior, check for math comprehension, assess attitudes, predict performance, discuss student progress, and reinforce positive math behaviors. (JDD)

Setting low standards and expectations for the language achievement of students with deafness or hearing impairments results in a self-fulfilling prophecy. A whole-language approach is based on a philosophy of high expectations and recognizes differences among students as factors that add richness to the exploration of language. (JDD)

A beginning language arts teacher of students with hearing impairments describes his development from a teacher with well-prepared lectures determined to be in control at all times to a teacher who sees his role as helping to empower students to control their own learning. Several books helpful in this transition are noted. (DB)

Principles of "shared reading," in which a book is read by the teacher, then by teacher and students together, and then by the students independently, are discussed and applied to language acquisition and reading instruction of deaf and hearing impaired children. Students use the book to help them write and compare English and American Sign…