• Chapter 1. Introduction and Overview


• Chapter 2. Current Practices


• Chapter 3. Assessment for Reading Instruction


• Chapter 4. Vocabulary: Word Meaning


• Chapter 5. Vocabulary: From Phonological Decoding to Word Work


• Chapter 6. Grammar and Text Comprehension


• Chapter 7. Fluency


• Chapter 8. Closing Thoughts, Final Directions


• References


• Index

Susan R. Easterbrooks is Professor of Educational Psychology and Special Education at Georgia State University, and head of its Deaf Education program that trains teachers and doctoral students. She is also a core faculty member of the National Leadership Consortium in Sensory disabilities, and Co-Principal Investigator of the National Research and Development Center for Literacy and Deafness, a $10 million project of the Institute for Education Sciences. She is the author of three books and five chapters in deaf education, and has over 45 articles published in the field. She has worked with student teachers for over 25 years.
Jennifer Beal-Avarez is the School Improvement Grant Coordinator at the Georgia School for the Deaf. She worked for six years as an itinerant teacher of the deaf with students in pre-k through high school, four years as an early interventionist with the Georgia Parent Infant Network for Educational Services, and two years as a research teacher with an emergent literacy curriculum developed at Georgia State University. She is a member of the Association of College Educators-Deaf/Hard of Hearing and the Georgia Pathway to Language and Literacy online community of practice.

Literacy Instruction for Students who are Deaf and Hard of Hearing describes current, evidence-based practices in teaching literacy to students who are deaf or hard of hearing in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.