Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a model of instruction, exemplified as artifacts in online supplementary materials and juxtaposed with practices used with hearing students. Differences between the practices are seen in accommodations for students who learn visually, the amount of guidance provided and more opportunities for extensive practice.
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Educational Methods Commons, Higher Education Commons, Language and Literacy Education Commons, Special Education and Teaching Commons