The grant will fund the creation of the National Research and Development Center for Literacy and Deafness (CLAD). The center will be the first of its kind. One of the activities of the center will be to conduct a five year study focusing on kindergarten through second grade. Amy Lederberg and Susan Easterbrooks, principal investigators in the study, comment here on the research. Lederberg states that, “We hope these methods will have a large portion of the deaf and hard of hearing population reading well by the second grade.”
The GSU library has access to more information on similar topics by Easterbrooks and Lederberg. Here are a few of these resources:
Beal-Alvarez, J., Lederberg, A. & Easterbrooks, S.R. (2012). Grapheme–Phoneme Acquisition of Deaf Preschoolers. Journal of Deaf Studies and Deaf Education, 17(1), 39-60.
Easterbrooks, S. R., & Beal-Alvarez, J. S. (2012). States’ reading outcomes of students who are d/Deaf and hard of hearing. American Annals Of The Deaf, 157(1), 27-40.
Easterbrooks, S. R., Lederberg, A. R., & Connor, C. M. (2010). Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf. American Annals Of The Deaf, 155(4), 467-480.
Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergeron, J. P., & Connor, C. (2008). Emergent Literacy Skills During Early Childhood in Children With Hearing Loss: Strengths and Weaknesses. Volta Review, 108(2), 91-114.
Easterbrooks, S. R., & Estes, E. L. (2007). Helping deaf and hard of hearing students to use spoken language: A guide for educators and families. Thousand Oaks, CA: Corwin Press. Located on Library North 4: HV2483 .E23 2007