Teaching a Teenager to Read: A Case Study of the Failure Free Reading Program

Ashley N. Greene (Lamar University, USA) and Beverly J. Buchanan (Lamar University, USA)
Copyright: © 2023 |Pages: 303
EISBN13: 9798369312605|DOI: 10.4018/978-1-6684-5834-1.ch010
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Imagine yourself as a deaf education teacher at the high school level. One day, a new student arrives from another country in your classroom who can only express themselves with two words, “no” and “wrong” in sign language. The student's only attempts at communication include nonsensical vocal utterances. His family reports that they are not able to understand his basic needs or wants due to his inability to clearly communicate. The student has been tested for additional disabilities and shows no delays in non-verbal intelligence but has been identified as a student with severe language delays. How do you proceed with instruction? A basic background knowledge of deaf children, children in other countries, and deaf children in Vietnam is needed to determine the most effective strategy to teach language and reading skills to this type of student.
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