Empowering DHH Teachers with Research-Based Reading Strategies

The first Science of Reading for Deaf and Hard of Hearing (DHH) Learners teacher training courses are complete! Beginning in October 2025, three self-paced eLearning courses for teachers will be available—free to all—on Cox Campus. Later this fall, a virtual instructor-led cohort for Georgia DHH teachers will also launch. In addition, parents and early interventionists will have access to a specialized course designed to support language learning at home.

Course titles include:

• Science of Reading for DHH Learners (eLearning and instructor-led cohort for teachers)

• Writing in a Meaningful Context for DHH Learners (eLearning for teachers)

• Systematic Language Instruction for DHH Learners (eLearning for teachers)

• Supporting Language at Home for DHH Learners (eLearning for parents and early interventionists)

The purpose of this initiative is to put the latest research on how DHH students learn to read directly into the hands of teachers—many of whom have been asking for this guidance for years. While states such as Georgia now require all teachers to demonstrate mastery of Science of Reading practices, until now there have been no widely available accommodations to address the specific needs of DHH learners who may experience challenges with standard approaches.

Recent research led by Dr. Amy Lederberg (Georgia State University) highlights that all children, including those with hearing impairments, need consistent and early access to language through auditory, visual, and other sensory input. Connecting symbolic language to real-world stimuli helps children understand that letters and words form the foundation of reading.

A key instructional strategy taught in these courses is how to make sounds visible. For example, if a student cannot hear a teacher sound out the word cat, the teacher might use multisensory techniques: touching the hand for the “c” sound, the elbow for the “a,” and the shoulder for the “t”—while simultaneously showing the letters and a stuffed animal cat.

By understanding how the brain acquires language from multiple sources, teachers will be better equipped to differentiate and personalize instruction, supporting literacy development for all students.

This project is sponsored by the Georgia Department of Education Outreach Services and the Atlanta Speech School. Courses are hosted on Cox Campus, funded by the Cox Foundation, and developed through collaboration between the IDLance instructional design community and Georgia-based DHH learning specialists.