NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1174261
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0002-726X
Promoting Vocabulary Learning in Young Children Who Are d/Deaf and Hard of Hearing: Translating Research into Practice
Williams, Cheri
American Annals of the Deaf, v156 n5 p501-508 2011
Vocabulary knowledge is strongly associated with reading achievement and becomes increasingly predictive of overall reading proficiency as children progress through the elementary grades. Children who are d/Deaf and hard of hearing often begin schooling with small meaning vocabularies, a disadvantage that puts them at risk of struggling to learn to read. Recent research on vocabulary intervention with young children who have typical hearing demonstrates the effectiveness of targeted, contextualized instruction on children's word learning and provides insights for early childhood educators of young d/Deaf and hard of hearing children. In the present essay, which is grounded in the qualitative similarity hypothesis (Paul, 2010, in press; Paul & Lee, 2010) and sociocultural theories of learning, the author argues for evidence-based vocabulary interventions for young d/Deaf and hard of hearing children that are rooted in the contemporary research literature.
Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A