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Open AccessArticle

Reading Development of Students Who Are Deaf and Hard of Hearing in Inclusive Education Classrooms

Department of Special Education, Prince Sattam bin Abdulaziz University, Sa’ad Ibn Mu’adh 11426, Al Kharj, Saudi Arabia
Educ. Sci. 2019, 9(3), 201; https://doi.org/10.3390/educsci9030201
Received: 18 May 2019 / Revised: 17 July 2019 / Accepted: 27 July 2019 / Published: 30 July 2019
The purpose of this article is to discuss the major research findings associated with the reading/literacy development of students who are d/Deaf and hard of hearing (d/Dhh) in inclusive education classrooms. The conditions for developing effective literacy skills are also described. A professional review approach was utilized, and relevant journal articles from 1985 to 2019, inclusive, were selected and analyzed. Other relevant publications including selected chapters and books were used to support the available salient findings. Results of the reviews, recommendations for future research and the limitations of the review process are also provided. View Full-Text
Keywords: d/Deaf and hard of hearing students; inclusive education classroom; professional literature review; literacy; reading instruction d/Deaf and hard of hearing students; inclusive education classroom; professional literature review; literacy; reading instruction
MDPI and ACS Style

Alasim, K.N. Reading Development of Students Who Are Deaf and Hard of Hearing in Inclusive Education Classrooms. Educ. Sci. 2019, 9, 201. https://doi.org/10.3390/educsci9030201

AMA Style

Alasim KN. Reading Development of Students Who Are Deaf and Hard of Hearing in Inclusive Education Classrooms. Education Sciences. 2019; 9(3):201. https://doi.org/10.3390/educsci9030201

Chicago/Turabian Style

Alasim, Khalid N. 2019. "Reading Development of Students Who Are Deaf and Hard of Hearing in Inclusive Education Classrooms" Educ. Sci. 9, no. 3: 201. https://doi.org/10.3390/educsci9030201

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