The National Reading Panel identified fluency as one of the five essential components of reading. Fluency serves as a bridge between word recognition and comprehension. Individuals who are able to read effortlessly and accurately have more capacity to attend to the meaning and, as a result, better understand what they read. The purpose of this study was to review and summarize the research published in peer-reviewed journals between 1970 and 2009 focusing on reading fluency and students who are deaf and hard of hearing. A total of six studies were identified. A summary of each study is presented, and potential educational implications are described. Suggestions for additional research are provided.
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14.
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*EasterbrooksS. R.HustonS. G. (2008). The signed reading fluency of students who are deaf/hard of hearing. Journal of Deaf Studies and Deaf Education, 13, 37–54.
17.
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*EnsorA. D.KollerJ. R. (1997). The effect of the method of repeated readings on the reading rate and word recognition accuracy of deaf adolescents. Journal of Deaf Studies and Deaf Education, 2, 61–70.
19.
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20.
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21.
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22.
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28.
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29.
*KellyL. P. (1995). Processing of bottom-up and top-down information by skilled and average deaf readers and implications for whole language instruction. Exceptional Children, 61, 318–334.
30.
KellyL. P. (2003a). Considerations for designing practice for deaf readers. Journal of Deaf Studies and Deaf Education, 8, 171–186.
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KellyL. P. (2003b). The importance of processing automaticity and temporary storage capacity to the differences in comprehension between skilled and less skilled college-age deaf readers. Journal of Deaf Studies and Deaf Education, 8, 230–249.
32.
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54.
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