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and the Qualitative Similarity Hypothesis: Understanding Language and Literacy
Our main goal in this introductory chapter was to outline the basic tenets of the QSH with respect to the development of English language and literacy. The QSH has both micro and macro components, which should encourage a wide range of further research, including research into the acquisition of English as a second language and research on non-d/Dhh children with either language/literacy disabilities or language/literacy difficulties or both.
In this book, we synthesize extant theories and research on the development of through-the-air English and English literacy for both first- and second-language learners. We also explore these constructs for students with language/learning disabilities. In every chapter, we relate the information to what we know about students who are d/Dhh. Based on our synthesis, we proffer instructional strategies for improving the English language and literacy skills of d/Dhh children and adolescents (Chapter 6).
We provide a critique of research that has been conducted on the construct of
developmental similarity to suggest needed areas and approaches for further
investigations (Chapter 7). Other perspectives on the QSH (and related
constructs) are presented by invited authors who comment on first- and
second-language development of English (Chapter 8). Finally, in our concluding
chapter (Chapter 9) we present our reflections and directions for further
theorizing and research as well as our response to the reactants in Chapter 8.
It is hoped that the debate on constructs such as the developmental similarity
stimulate further study on the manner in which to improve the English language
and literacy development of students who are d/Dhh.