Paul, Marschark, & Mayberry: An Integrated Perspective for Reading Development of D/Deaf and Hard of Hearing Students
The development of grade-level or age-level reading proficiency continues to be a challenge for a number of d/Deaf and hard of hearing (d/Dhh) children and adolescents. There have also been ongoing research debates on recommending evidence-based or effective practices to facilitate the acquisition of reading skills. These debates are fueled, in part, by the major principles of three broad frameworks: Paul’s Qualitative Similarity Hypothesis, Marschark’s Cognitive “Qualitative Difference” Hypothesis, and Mayberry’s L1-Timing Hypothesis. These frameworks highlight the tension between developmental similarity (continuity) and emerging neurocognitive reading research on d/Dhh individuals. The present commentary discusses the three frameworks, highlighting strengths and criticisms as well as similarities and differences, and concludes with a proposed integrative perspective with implications for classroom practices. This integration provides recommendations for further research, necessary for improving the reading levels of d/Deaf and hard of hearing students.