RMTC-DHH dives into the fourteenth high-leverage practice (HLP) from the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center and the Council for Exceptional Children (CEC)’s publication High-Leverage Practices in Special Education. Learn tips for teaching cognitive and metacognitive strategies to students who are deaf or hard of hearing (DHH).
Music written and performed by Samuel McIntire.
RMTC-DHH Related Resources:
National Resources
References
Benedict, K., Rivera, M., & Antia, S. (2014). Instruction in Metacognitive Strategies to Increase Deaf and Hard-of-Hearing Students’ Reading Comprehension. Journal of Deaf Studies and Deaf Education, 20(1), 1–15. https://doi.org/10.1093/deafed/enu026
Borgna, G., Convertino, C., Marschark, M., Morrison, C., & Rizzolo, K. (2011). Enhancing deaf students' learning from sign language and text: metacognition, modality, and the effectiveness of content scaffolding. Journal of Deaf Studies and Deaf Education, 16(1), 79–100. https://doi.org/10.1093/deafed/enq036
Brigham, M., & Hartman, M. C. (2010). What is your prediction? Teaching the metacognitive skill of prediction to a class of sixth- and seventh-grade students who are deaf. American Annals of the Deaf, 155(2), 137–143. http://www.jstor.org/stable/26235044
Government of Ontario. (2021, September). American Sign Language as a second language (2021): Enduring ideas in the American Sign Language as a Second Language Curriculum. Curriculum and Resources: Secondary curriculum (9-12). https://www.dcp.edu.gov.on.ca/en/curriculum/american-sign-language-as-a-second-language/context/enduring-ideas#skills
IRIS Center (n.d.). High-leverage practices. Resources. https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/
McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/
Strassman B. (1997). Metacognition and reading in children who are deaf: a review of the research. Journal of Deaf Studies and Deaf Education, 2(3), 140–149. https://doi.org/10.1093/oxfordjournals.deafed.a014320
Trussell, J., Nordhaus, J., Gamta, R., Figueroa, D. (2018). Comprehension, Check, and Repair: A Replication Study. [Poster Session]. Conference: Presented at the Association of College Educators- Deaf/Hard of Hearing Conference. Tucson, AZ. http://dx.doi.org/10.13140/RG.2.2.25863.57767
Yan, P & Paul, P. (2021). Metacognition and English reading-related outcomes for D/deaf and hard of hearing students: A narrative review. Journal Human Research in Rehabilitation, 11(2), 94-112. http://dx.doi.org/10.21554/hrr.092106
