Reading, Writing, and Reaching Literacy: Raising Expectations for Children Who Are Deaf A momentous event for many parents is that point in time when they recognize their child has broken through the “reading code.” They realize their child adequately grasps the alphabetic principle for letter-sound associations, appreciates the sounds of speech separate from the meaning, and applies his/ her knowledge of ... Article
Article  |   September 01, 2007
Reading, Writing, and Reaching Literacy: Raising Expectations for Children Who Are Deaf
Author Affiliations & Notes
  • Denise Wray
    The University of Akron , Akron, OH
Article Information
Development / Hearing Disorders / Normal Language Processing / Articles
Article   |   September 01, 2007
Reading, Writing, and Reaching Literacy: Raising Expectations for Children Who Are Deaf
SIG 9 Perspectives on Hearing and Hearing Disorders in Childhood, September 2007, Vol. 17, 3-6. doi:10.1044/hhdc17.2.3
SIG 9 Perspectives on Hearing and Hearing Disorders in Childhood, September 2007, Vol. 17, 3-6. doi:10.1044/hhdc17.2.3
A momentous event for many parents is that point in time when they recognize their child has broken through the “reading code.” They realize their child adequately grasps the alphabetic principle for letter-sound associations, appreciates the sounds of speech separate from the meaning, and applies his/ her knowledge of the language to embark on the journey toward literacy.
As Paul (2002)  suggests, literacy is not simply the ability to “decode” or “comprehend” the written word. It involves the ability to think “reflectively, logically, creatively, and rationally” in order to engage in “literate thought. ” In due course, the ability to deftly apply literate skills determines the academic and career options that become available to a person later in life. Indeed, literacy acts as a kind of currency to improve one’s quality of life. This aspect of the definition of a literate adult is not a trivial consequence.
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