Considerations in the Identification, Assessment, and Intervention Process for Deaf and Hard of Hearing Students with Reading Difficulties

Autor/inn/en	Gilbertson, Donna; Ferre, Scot
Titel	Considerations in the Identification, Assessment, and Intervention Process for Deaf and Hard of Hearing Students with Reading Difficulties
Quelle	In: Psychology in the Schools, 45 (2008) 2, S.104-120 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20286
Schlagwörter	Reading Difficulties; Learning Problems; Intervention; Student Reaction; Psychologists; Partial Hearing; Deafness; Identification; Teaching Methods; School Psychologists; Evaluation Methods; Language Acquisition; High Risk Students; Case Studies; Guidelines; Outcomes of Education; Reading Skills + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Lernproblem; Schülerkritik; Psychologist; Psychologe; Psychologin; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Identifikation; Identifizierung; Teaching method; Lehrmethode; Unterrichtsmethode; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologen; Schule; Sprachaneignung; Spracherwerb; Problemschüler; Case study; Fallstudie; Case Study; Richtlinien; Lernleistung; Schulerfolg; Reading skill; Lesefertigkeit
Abstract	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.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10