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A case study of a teacher implementing guided reading in a deaf classroom
Abstract
Guided reading is used frequently in reading instruction for young learners but it is not one of the primary approaches used with deaf and hard of hearing children. Guided reading is an approach that allows teachers to emphasize developing skills through a blend of teaching strategies to ensure successful reading instruction. With limited implementation of and research about guided reading in the field of deaf education, this study provides a view of the possibilities and requirements for this approach with deaf and hard of hearing children. The research design was a case study with a single participant, a classroom teacher working with deaf third graders. Three types of data were gathered: classroom observation notes, interview responses, and lesson plans. Through analysis of nine weeks of classroom observation notes, lesson plans and three interview transcripts, several key elements necessary for guided reading in deaf classrooms emerged: assessments; books; mini-lessons; story-signing; use of visual aids; and English and visual tools. The study revealed that in order for a teacher to implement guided reading successfully with deaf and hard of hearing children, it is essential that the teacher incorporate: a strong assessment plan; selection of appropriate books; appropriate grouping of students; development of effective lesson plans; incorporation of American Sign Language (ASL); and development of effective mini-lessons. This study of the process of the implementation of guided reading in one elementary classroom provides the field of deaf education reasons to explore further how guided reading can support deaf children’s reading development.
Subject Area
Special education|Literacy|Reading instruction|Curriculum development
Recommended Citation
Jeffries, Richard Lee, "A case study of a teacher implementing guided reading in a deaf classroom" (2010). ETD collection for University of Nebraska-Lincoln. AAI3412871.
https://digitalcommons.unl.edu/dissertations/AAI3412871