LaSasso Carol J, Crain Kelly L
Am Ann Deaf. 2015 Winter;159(5):447-67. doi: 10.1353/aad.2015.0004.
The authors discuss whether the covert reading process differs qualitatively and/or quantitatively for hearing and deaf peers and whether formal reading instruction should be different for deaf and hearing students. The authors argue that hearing status (deaf, hearing) is less important in learning to read than environmental factors, including: (a) the richness of the early linguistic environment leading to an age-appropriate L1 prior to formal reading instruction and (b) clear, complete visual access to the instructional language (e.g., English, Spanish, American Sign Language) used to deliver curriculum via conventional or English Language Learner methods. In U.S. schools attended by 89% of deaf students, English is "regularly" used as the language of instruction (Gallaudet Research Institute, 2013, p. 11). Of the available communication systems for conveying English conversationally (oral-aural methods, Manually Coded English sign systems, Cued Speech), only Cued Speech is structurally capable of affording clear, complete visual access to English.
作者们探讨了对于有听力和失聪的同龄人而言，隐性阅读过程在质量和/或数量上是否存在差异，以及针对失聪和有听力的学生，正式的阅读教学是否应该有所不同。作者们认为，在学习阅读方面，听力状况（失聪、有听力）不如环境因素重要，这些环境因素包括：（a）在正式阅读教学之前，早期语言环境的丰富程度会导致形成与年龄相符的第一语言；（b）通过传统方法或英语学习者方法授课时，能够清晰、完整地视觉接触到用于传授课程的教学语言（如英语、西班牙语、美国手语）。在美国，89%的失聪学生就读的学校中，英语被“经常”用作教学语言（加劳德特研究所，2013年，第11页）。在用于以对话方式传达英语的现有交流系统中（口语-听力方法、人工编码英语手语系统、提示语），只有提示语在结构上能够提供对英语的清晰、完整的视觉接触。
