Learning to read and write is a complex process that rests on the development of both language-related (e.g., morphology, syntax, semantics, pragmatics) and code-related (e.g., alphabet knowledge, phonological awareness, word identification, spelling) abilities. In this workshop we will consider these constructs as they inform literacy education (i.e., programming, planning, and instruction) for deaf and hard of hearing (DHH) learners across the age and grade range from the primary years to secondary school. Examples of instructional strategies, interventions, and resources will also be presented and described.
1) highlight relationships among spoken, signed, and written language;
2) focus on what is essential in planning an effective literacy program;
3) be informed by the available research evidence and what we know about teaching reading and writing to both hearing and DHH learners; and
4) take into account the changing context of deaf education including advancements in hearing technologies such as cochlear implants.
Dr. Connie Mayer, Ed.D. Associate Professor, York University-Toronto
Dr. Mayer is an Associate Professor in the Faculty of Education at York University and co-academic coordinator of the teacher preparation program in the education of Deaf and Hard of Hearing (DHH) students. Prior to coming to York, Dr. Mayer worked for more than 20 years as a consultant, administrator, and teacher of DHH students from preschool through postsecondary. She is an Associate Editor for the Journal of Deaf Studies and Deaf Education and the Volta Review, and a member of the editorial board of the American Annals of the Deaf and Reading Research Quarterly. Her current research focuses on written language and literacy development in DHH learners, early literacy and early intervention, cochlear implantation, bilingualism, and models of teacher education. She has presented widely on these topics both nationally and internationally as well as having authored numerous journal articles and book chapters. She has completed five studies looking at literacy outcomes in learners with cochlear implants in New Zealand, Canada, and England. She spent her recent sabbatical year working with the Ear Foundation in Nottingham, UK, and as a Visiting Researcher at the University of Nottingham, Faculty of Medicine and Health Sciences.
Dr. Beverly Trezek, Ph.D. Associate Professor, DePaul University-Chicago
Dr. Trezek is an Associate Professor of Special Education and the co-director of the Reading Specialist program at DePaul University. Dr. Trezek has more than 12 years of experience working as a cross-categorical special education teacher and a teacher of the deaf and hard of hearing in the K-12 public school setting. Her research interests focus on reading instruction for beginning and struggling readers with a particular emphasis on investigating the role that phonemic awareness and phonics play in the development of literacy skills for students who are deaf or hard of hearing. She serves as a literacy intervention consultant for several schools for the deaf and public school programs throughout the United States and is a member of the editorial board of the American Annals of the Deaf, Journal of Deaf Studies and Deaf Education, and Remedial and Special Education. Dr. Trezek is the lead author of the book Reading and Deafness: Theory, Research and Practice.
Drs. Mayer and Trezek have just completed a book titled Early Literacy Development in Deaf Children, published by Oxford University Press.