Jennifer S. Beal is a Professor in the Teacher Education Department at Valdosta State University, where she teaches undergraduate and graduate courses in the Deaf Education and American Sign Language (ASL)-English Interpreting programs. She researches how deaf children, deaf adults, and university ASL learners acquire and use ASL, how assessment data are used to guide instruction, and how evidence-based instructional strategies increase deaf and hard of hearing students' academic skills.Hannah M. Dostal is a Professor of literacy education at the University of Connecticut. Her research focuses on writing instruction for deaf and hard of hearing students and teacher professional development in literacy. In addition, she investigates the role of genre and literacy instruction in the development of disciplinary knowledge and discipline-specific communication patterns. Hannah currently serves as the Editor of the Journal of Deaf Studies and Deaf Education.Susan Easterbrooks is an Emerita Professor of Deaf Education with Georgia State University in Atlanta, and was Co-Director and Co-Principal Investigator of the Center on Literacy and Deafness. She has been in the field of deaf education for 50 years as a teacher/lecturer, clinician, school administrator, school psychologist, researcher, and author. She has written over 60 articles, chapters, and textbooks on learning in DHH students. She is an Emerita Editor of the Journal of Deaf Studies and Deaf Education.

• 1: Introduction and Overview 2: Assessment for Reading Instruction 3: Vocabulary: Word Meaning 4: Vocabulary: Decoding and Encoding for Meaning 5: Text Comprehension and Grammar 6: Fluency 7: Closing Thoughts, Final Directions

Jennifer S. Beal is a Professor in the Teacher Education Department at Valdosta State University, where she teaches undergraduate and graduate courses in the Deaf Education and American Sign Language (ASL)-English Interpreting programs. She researches how deaf children, deaf adults, and university ASL learners acquire and use ASL, how assessment data are used to guide instruction, and how evidence-based instructional strategies increase deaf and hard of hearing students' academic skills.Hannah M. Dostal is a Professor of literacy education at the University of Connecticut. Her research focuses on writing instruction for deaf and hard of hearing students and teacher professional development in literacy. In addition, she investigates the role of genre and literacy instruction in the development of disciplinary knowledge and discipline-specific communication patterns. Hannah currently serves as the Editor of the Journal of Deaf Studies and Deaf Education.Susan Easterbrooks is an Emerita Professor of Deaf Education with Georgia State University in Atlanta, and was Co-Director and Co-Principal Investigator of the Center on Literacy and Deafness. She has been in the field of deaf education for 50 years as a teacher/lecturer, clinician, school administrator, school psychologist, researcher, and author. She has written over 60 articles, chapters, and textbooks on learning in DHH students. She is an Emerita Editor of the Journal of Deaf Studies and Deaf Education.

• 1: Introduction and Overview 2: Assessment for Reading Instruction 3: Vocabulary: Word Meaning 4: Vocabulary: Decoding and Encoding for Meaning 5: Text Comprehension and Grammar 6: Fluency 7: Closing Thoughts, Final Directions