perspectives in Education and Deafness

Reading To
Deaf Children

Bonding, Communication, and Literacy Development

Reading to Children

This process is seen as the single most influential factor in a child's literacy development. Read and sign books at the students' age-level to improve visual skills, build vocabulary, aid reading comprehension, and have a positive impact on students' attitude toward reading.

It is Monday evening. Lucy, our family dog, is barking, and my two older sons are teasing their younger brother. I'm tired from a busy day. We've completed dinner, homework, and baths—and the most important half-hour is about to begin.

	ABOVE: Sharing reading nightly encourages children to read books on their own. Photos by Vik Orensten Photography.

Scrubbed and in their pajamas, Jonathan, 9, and Charlie, 8, sit with me on the bed, our knees touching. The book is propped on a pillow so my hands are free to sign. On the floor, Michael, 5, who is hearing, plays with his trucks. We are on chapter three of our library book. The fourth sentence includes the word govern. I'm not sure what the sign is, so I fingerspell g-o-v-. Jonathan knows the sign though. Before I can finish, he forms his thumb and pointer finger into the letter g and lifts the letter to the side of his head. Charlie's face lights up. J-e-s-s-e, he fingerspells gleefully. For emphasis, he stands up on the bed and flexes his muscles.

	ABOVE: Jonathan, Michael, and Charlie explore a book wth their mother.

"Jesse is my favorite," he signs.

Jesse Ventura, the former body builder who swept to an unexpected victory in the last gubernatorial election, has been in the news regularly throughout Minnesota. Jonathan and Charlie tell me they watched the inauguration at school.

"What does inauguration mean?" I ask.

"Something to do with swearing in," replies Jonathan.

"Cindy swore today and was sent to the principal's office," chimes in Charlie.

I laugh and explain the difference between the terms swearing and swearing in.

Then Jonathan continues.

I am amazed at how sharing a story opens up a whole conversation…and gives me the opportunity to learn about their lives.

"Jesse represents a third party. Did you know that mom?" he asks earnestly.

Charlie picks up the word party, and wants to know who's having one.

I explain that in this context party means a group of people who organize together to support common views. When I move into the difference between a political party and a birthday party, a whole new conversation opens up.

After a few minutes, I direct the conversation back to the story and the word govern, which is the source of many different words. I walk through some of them with Jonathan and Charlie. First, a governor is the boss of a state. Then there is the government that creates the laws of the state. A governess can be a woman who is hired to live in and help raise children. To govern is to control, direct, or influence behavior.

I ask my sons what govern means to them. They respond with words like power, boss, and rules. Then we return to the book. How does the word apply here? I ask them. They are ready with responses and we discuss the word in context briefly before we move on.

	ABOVE: Provide a positive and supportive environment, and expect the child to become literate.

While they talk, I sit back and marvel at the beauty of my sons' language. I'm amazed, too, at how sharing a story with them opens up a whole conversation about our state's new governor, and gives me the opportunity to learn about their lives.

Initially when I encountered the 15 principles of reading to deaf and hard of hearing children identified by David R. Schleper, literacy coordinator in the Clerc Center at Gallaudet University, I had to think each time about their application. Among Schleper's principles: Follow the child's lead; make explicit what is implied; do not be constrained by text. After four years, incorporating these principles is second nature to me. Communicating is much easier; sometimes my hands flow effortlessly. I no longer feel I must find the one sign to provide the perfect translation for the English text. I use more facial expressions, gestures, and mime. I don't get caught up with covering a specific number of pages during a specified period of time.

While applying Schleper's principles in sharing reading with my sons always made sense to me as a step toward literacy, now I also see this as a way to expand the bridge of communication between us. Sometimes we don't understand each other, but almost always persistence pays off. Jonathan and Charlie have a broad vocabulary and understand complex concepts. They crave information and conversation.

The benefits of reading are not only to my boys, but also to their father and me. We know our children better. We know more of their likes and dislikes, what makes them sad, what makes them happy. We are better at explaining the world to them. We tease, laugh, help them with their homework, and talk about the new governor.

Reading with our children has opened the door to communication and deepened a beautiful relationship with our children. For little boys who run, jump, and climb through their day, reading together in the evening has meant sitting still and close to each other, if only for a few minutes.

This evening, 35 minutes pass and we cover two pages of text. Jonathan and Charlie want to continue. But I am tired, and there is still Michael to tuck in. I kiss them goodnight and get ready to leave.

I know that we will read again together tomorrow.

15 Principles for Reading to Deaf and Hard of Hearing Children