What is it about?
There are very few studies examining whether interventions for supporting the speech, language, and literacy development of deaf and hard-of-hearing students who use more than one spoken language are effective. We examined what evidence was currently available for working with these students, as well as hearing bilingual students, and deaf monolingual students. There is limited high-quality research evidence about interventions to support these students.
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Why is it important?
It is important that people working with deaf and hard-of-hearing students are aware of evidence so they can use this to help these learners have the best possible outcomes.
Read the Original
This page is a summary of: Evidence-Based Interventions for Learners Who Are Deaf and/or Multilingual: A Systematic Quality Review, American Journal of Speech-Language Pathology, August 2019, American Speech-Language-Hearing Association (ASHA),
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