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American Annals of the Deaf

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Deaf Students and the Qualitative Similarity Hypothesis
Understanding Language and Literacy Development

Peter V. Paul, Ye Wang,
and Cheri Williams

View the table of contents.
Read chapter one.
Read reviews: Reference & Research Book News, The Midwest Book Review, Journal of Deaf Studies and Deaf Education.
  $85.00s print edition
$85.00 e-book

Deaf Education, Volume 3

From Reference & Research Book News

This volume reviews the theoretical foundations and research findings based on the qualitative similarity hypothesis, to present practices for improving the English language and literacy development of deaf and hard of hearing individuals who are acquiring English as a first or second language. It details the constructs of the qualitative similarity hypothesis (such as discipline structure and critical or optimal time periods of development), how it is related to the development of English, and applications to deaf and hard of hearing students, then describes how these students learn to read and write English in a way that is qualitatively similar to that of typically developing monolingual English-speaking students, but at a slower rate. It presents research on the development of English emergence and conventional literacy; information on children with language and literacy disabilities; literacy-focused intervention studies that have been conduced with deaf and hard of hearing students, and evidence-based practices for phonemic awareness and phonics knowledge, reading fluency, vocabulary development, and text comprehension; and the need for more rigorously designed research projects and understanding of best practices. Finally, additional scholars evaluate the merits of the qualitative similarity hypothesis.

Peter V. Paul is a professor in the Department of Teaching and Learning in the College of Education and Human Ecology at The Ohio State University.

Ye Wang is an associate professor of psychology and education and coordinator of the Education of the Deaf and Hard of Hearing Program at Teachers College, Columbia University.

Cheri Williams is a professor in the School of Education at the University of Cincinnati.

Print Edition: ISBN 978-1-56368-584-2, 7 x 10 casebound, 278 pages, 13 tables, 1 figure


E-Book: ISBN 978-1-56368-585-9


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