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Avoiding unintended consequences: science of reading policies may harm deaf children.

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Title: Avoiding unintended consequences: science of reading policies may harm deaf children.
Authors: Sampson, Tory1 (AUTHOR), Becker, Amelia1 (AUTHOR), Campbell, Erin E1 (AUTHOR), Pyers, Jennie2 (AUTHOR), Hall, Wyatte C3 (AUTHOR), Sehyr, Zed Sevcikova4 (AUTHOR), Czubek, Todd1 (AUTHOR), DiPerri, Kristin1 (AUTHOR), Henner, Jon5 (AUTHOR), Emmorey, Karen6 (AUTHOR)
Source: Journal of Deaf Studies & Deaf Education. Jul2026, Vol. 31 Issue 3, p367-375. 9p.
Subject Terms: *Reading, *Language & languages, *Deafness in children, *Government policy, *Literacy, *Language acquisition, *Cognition, Speech, Psychological well-being, Phonetics, Hard of hearing people
Geographic Terms: United States
Abstract: Many U.S. policies inspired by the Science of Reading rest on two assumptions: (1) skilled reading always involves automatic mapping between written words and speech sounds, and (2) all children benefit from systematic instruction of phonological awareness and phonics. These assumptions are not wholly accurate, that they do not consider scientific evidence from deaf readers, and that policies based on these assumptions may be harmful to deaf children. First, skilled reading does not always rely on phonology. Evidence shows that deaf readers can read effectively without using spoken language phonology and that phonological processing can be unrelated to reading skill in this group. Second, a fundamental issue in deaf education is prioritizing speech and hearing over language development, academics, cognition, and socio-emotional well-being. This unhealthy imbalance persists despite the mounting evidence that we cannot ensure deaf children acquire spoken language. Policies mandating speech-based reading instruction for all children overlook how deaf readers develop literacy, and reinforce the overemphasis on speech, which creates the conditions for language deprivation. We caution against a one-size-fits-all approach to reading instruction and emphasize the need for differentiated instruction that respects the diverse ways beginning readers, including deaf learners, acquire literacy. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Avoiding unintended consequences: science of reading policies may harm deaf children.
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  Data: <searchLink fieldCode="AR" term="%22Sampson%2C+Tory%22">Sampson, Tory</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Becker%2C+Amelia%22">Becker, Amelia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Campbell%2C+Erin+E%22">Campbell, Erin E</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pyers%2C+Jennie%22">Pyers, Jennie</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hall%2C+Wyatte+C%22">Hall, Wyatte C</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sehyr%2C+Zed+Sevcikova%22">Sehyr, Zed Sevcikova</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Czubek%2C+Todd%22">Czubek, Todd</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22DiPerri%2C+Kristin%22">DiPerri, Kristin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Henner%2C+Jon%22">Henner, Jon</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Emmorey%2C+Karen%22">Emmorey, Karen</searchLink><relatesTo>6</relatesTo> (AUTHOR)
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  Data: Many U.S. policies inspired by the Science of Reading rest on two assumptions: (1) skilled reading always involves automatic mapping between written words and speech sounds, and (2) all children benefit from systematic instruction of phonological awareness and phonics. These assumptions are not wholly accurate, that they do not consider scientific evidence from deaf readers, and that policies based on these assumptions may be harmful to deaf children. First, skilled reading does not always rely on phonology. Evidence shows that deaf readers can read effectively without using spoken language phonology and that phonological processing can be unrelated to reading skill in this group. Second, a fundamental issue in deaf education is prioritizing speech and hearing over language development, academics, cognition, and socio-emotional well-being. This unhealthy imbalance persists despite the mounting evidence that we cannot ensure deaf children acquire spoken language. Policies mandating speech-based reading instruction for all children overlook how deaf readers develop literacy, and reinforce the overemphasis on speech, which creates the conditions for language deprivation. We caution against a one-size-fits-all approach to reading instruction and emphasize the need for differentiated instruction that respects the diverse ways beginning readers, including deaf learners, acquire literacy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1093/jdsade/enag004
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      – Code: eng
        Text: English
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        PageCount: 9
        StartPage: 367
    Subjects:
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Language & languages
        Type: general
      – SubjectFull: Deafness in children
        Type: general
      – SubjectFull: Government policy
        Type: general
      – SubjectFull: Literacy
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      – SubjectFull: Language acquisition
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      – SubjectFull: Cognition
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      – SubjectFull: Speech
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      – SubjectFull: Phonetics
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      – SubjectFull: Hard of hearing people
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      – SubjectFull: United States
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      – TitleFull: Avoiding unintended consequences: science of reading policies may harm deaf children.
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            – D: 01
              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
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