Abstract
Frequently, literacy research with deaf and hard-of-hearing (DHH) students focuses on the development of basic reading skills. However, for middle/secondary DHH students, academic language demands are relevant to the ability to read texts and learn new content. Academic English, which has been called the language of schooling (Schleppegrell, 2001), includes a constellation of features such as specialized vocabulary, densely packed syntax, and markers of organization (Uccelli, Phillips-Galloway, Barr, Meneses, & Dobbs, 2015). Academic English is often challenging for hearing and DHH learners alike, and proficiency with academic English may be related to reading comprehension (Chenhansa & Schleppegrell, 1998; Scott & Hoffmeister, 2017). Academic American Sign Language (ASL), though profoundly understudied, is an important tool for conveying complex concepts to DHH learners who use ASL (Harris, 2016). This chapter explores the academic language(s) that DHH students may encounter when reading to learn in content areas and what is known about their relationship with broader literacy skills for this population.
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