15 Principles for Reading to Deaf Children

The Clerc Center at Gallaudet University offers 15 Principles for Reading to Deaf Children. The principles are described as “best practices for how to read aloud to Deaf and Hard of Hearing children” in American Sign Language. The principles were derived from research on how Deaf parents read to their Deaf children and are presented here as tips for both parents and educators about the skills and strategies useful in sharing books with young children. The principles are contained in one 15-minute video, which is captioned and voiced for non-signers. The site also provides bookmarks within the video so that a viewer can access a specific strategy without having to scan through the entire video. We think you’ll like it, so take a look. Let us know what you think of 15 Principles for Reading to Deaf Children in the comments below.

The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, CLICK HERE.

This resource is related to the following ESPM knowledge-level competencies:

Core Knowledge (CK):
- CK5: The importance of play as context, method and outcome of learning.
Evaluation and Assessment (EA):
- EA7 (EIS): Knows strategies to determine child and family strengths, typical routines and activities and preferred teaching and learning styles.
Individualized Family Service Plan Development and Review (IFSP-DR):
- IFSP-DR2 (EIS): Understands the concept of mentoring and its importance with parents and other IFSP team members.
- IFSP-DR5 (EIS): Understands the rationale for the identification and selection of intervention strategies used in everyday routines, relationships, activities, places and partnerships for early intervention activities
Individualized Family Service Plan Development and Review (IFSP-i):
- IFSP-i2 (EIS): Understands the individual nature of child learning styles and the importance of adapting intervention strategies.
- IFSP-i4 (EIS): Understands early experiences that contribute to emergent literacy.
- IFSP-i5 (EIS): Understands issues related to English language learning and maintenance of home language.
- IFSP-i6 (EIS): Understands the need for developmentally appropriate strategies (for example, hands-on, experiential, child-centered, play-based activities within daily routines), adaptations, assistive technologies and other supports that maximize the child’s learning opportunities.
- IFSP-i11 (EIS): Knows strategies that support parents in adapting the natural environment to meet infant/toddler developmental needs.