Abstract
Children who are deaf or hard-of-hearing (DHH) are particularly vulnerable for later reading problems. This article describes the use of experience books, associated with the Language Experience Approach (LEA), as a motivating and linguistically appropriate literacy tool for young children who are DHH. The authors explain how remediation strategies enhance early literacy interactions with children who are DHH and demonstrate how experience books can be used in a way that mitigates potential weaknesses of LEA. A case study is presented that demonstrates how experience books provided opportunities for implicit and explicit language and literacy teaching and learning in one family with children who are DHH.
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