As Sandra Briggle points out in her article: "Language and Literacy Development in Children Who Are Deaf or Hearing Impaired," there are many strategies in literacy that are beneficial to both hearing and hearing impaired students. Exploration and immersion in writing and reading activities provide hearing impaired students freedom and a safe space with which to learn. Furthermore, story time, if supported with signing, can be useful for hearing and non-hearing students. Some other parallel uses of language that Briggle points to:
- to interact socially with peers and adults whil writing;
- to provide information about written text, to label written creations, and to monitor the construction of text (Williams 1994);
- to request assistance with writing tasks from adults and peers;
- to challenge others' knowledge of literacy; and
- to evaluate literary works (Williams 1994)."
Although there are these shared benefits from certain activities for hearing and hearing impaired students, a teacher should not forget their that are unique and novel ways that hearing impaired students use language.
For article, see attached file.
By Cary Sabados