Document Type

Podium Presentation

Presentation Date



California Council on Teacher Education


San Diego

Abstract/Presentation Excerpt

One of the most challenging aspects of teacher education is translating theory and research into practice for emerging teachers. As teacher educators, we are responsible to stay abreast of research and articulate how to implement interventions and strategies within the classroom. This session will review how research intended to bring best practices to special education classrooms revealed significant gaps in both knowledge and practical experience in teacher education programs.

The study was undertaken to investigate a specific shared reading intervention, dialogic reading, for the purposes of addressing the unique needs of Deaf and Hard of Hearing students (hereafter DHH) in regards to language and literacy. These children frequently have delayed language and little experience with books because they do not share a common language with their hearing parents. However, there is little research concerning language and literacy development in the DHH classroom and equally little discussion of teacher responsibilities to address these issues. This study investigated the implementation of dialogic reading, which aims to engage students in active discussion and retellings of stories, using American Sign Language. Because dialogic reading research with language delayed, hearing preschool students resulted in significant improvement of language skill (Whitehurst, Arnold, et al., 1994; Whitehurst, et al., 1999), it was a logical candidate for implementation with DHH students.


Copyright Jaquelyn M. Urbani 2013. All rights reserved.