|Title:||Special Education Research and Development Center on Reading Instruction for Deaf and Hard of Hearing Students|
|Principal Investigator:||Lederberg, Amy||Grantee:||Georgia State University Research Foundation, Inc|
|Program:||Special Education Research and Development Centers [Program Details]|
|Award Period:||07/01/2012-06/30/2017||Award Amount:||$10,000,000|
|Goal:||R&D Center||Award Number:||R324C120001|
Purpose: Poor literacy skills have been characteristic of the deaf population for decades. National data suggest that median literacy rates of deaf high school graduates have remained consistently around the fourth grade level since the beginning of the twentieth century. About one in five deaf students who graduate from high school have reading skills at or below the second grade level; about one in three deaf students who graduate from high school have reading skills between the second and fourth grade level. Compared to deaf students, hard of hearing students (i.e., those with mild to moderate hearing loss) fare better overall, but even mild hearing losses can create significant challenges for developing reading skills. Proficiency in reading is critical for furthering one's education and achieving success in the workplace. Improving reading outcomes for students who are deaf or hard of hearing requires substantial additional research, particularly research to identify, develop, and test instructional approaches, curricula, and other innovative education interventions designed to enhance the reading skills of students who are deaf or hard of hearing. The focus of the Center is a program of research to explore underlying factors related to literacy for young students who are deaf or hard of hearing (kindergarten through Grade 2) and to develop innovative approaches to improving reading instruction for these students. The ultimate objective of the Center is to improve literacy skills for students in early elementary school to maximize the potential long-term impact of an early literacy skills intervention on literacy development and overall school performance.
Projects: The Center's primary research will involve three sets of studies across Years 1–5: (1) an identification study, (2) iterative design studies, and (3) a promise study.
Focused Program of Research:
Iterative Design Studies
Key Personnel: Georgia State University: Amy Lederberg, Susan Easterbrooks, Lee Branum-Martin, Mi-young Webb; University of Arizona: Shirin Antia; University of Colorado at Boulder: Brenda Schick; Rochester Institute of Technology: Poorna Kushalnagar; Arizona State University: Carol Connor
IES Program Contact: