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ERIC Number: EJ783238
Record Type: Journal
Publication Date: 2008-Feb
Pages: 17
Abstractor: Author
Reference Count: 49
ISSN: ISSN-0033-3085
Considerations in the Identification, Assessment, and Intervention Process for Deaf and Hard of Hearing Students with Reading Difficulties
Gilbertson, Donna; Ferre, Scot
Psychology in the Schools, v45 n2 p104-120 Feb 2008
Problematic assessment and intervention issues present substantial challenges when making educational decisions for deaf or hard of hearing (D/HH) students who are experiencing reading difficulties. These students present a diverse set of language acquisition skills, hearing ability, and orientation to early school learning activities that are different from the hearing student population. Given the importance of selecting assessment approaches that lead to effective interventions for D/HH students, three assessment procedures for identification of at-risk children and learning disabilities within the D/HH population are examined. Assessments reviewed are teacher referral, norm-referenced testing, and student response to intervention. Challenges to each process and the need for additional assessment and empirically validated treatment options are discussed. Finally, a case example is presented to illustrate a framework that may help school psychologists promote early identification of learning problems and outline interventions that meets a D/HH child's unique needs by focusing on reading outcomes in the curriculum. (Contains 3 figures and 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A