Internet Resource Links Related to Hearing Loss

Tutoring & Writing Links

Topics from the PEPNet Regional Centers and Affiliates:

  • The WROCC Outreach Site at Western Oregon University web site,, includes a list of internet resources related to hearing loss under “Training Materials”. In addition to information about hearing loss, consumer organizations, legal issues, and medical information, the list includes a section on e-mail listservs organized around several topics, including cochlear implants, service provision, and education.
  • Teacher Tipsheet: Tutoring (2 page handout), Tutoring Deaf and Hard of Hearing Students. National Task Force on Quality of Services in the Postsecondary Education of Deaf and Hard of Hearing Students from the Northeast Technical Assistance Center. Other topics include notetaking, interpreting, institutional commitment, and working with students who are deaf, hard of hearing, and late-deafened. These are all available from the internet site for the PEPNet Resource Center at, Resource Center, PEPNet Products. Print copies can also be ordered from PRC for a minimal charge.
  • The Midwest Center for Postsecondary Outreach developed an on-line orientation training that is an introduction to hearing loss, comunication styles, and access needs. This training can be found at under “Online Training”.
  • The Postsecondary Education Consortium has recently completed a curriculum for training tutors to work with deaf students: Tutoring Fundamentals: A course for potential tutors. It was developed by Brawner, T. for Tulsa Community College and the PEC. FMI: Kim Brecklein; 918-595-7428 (V); 918-595-7434 (TTY). It will be available soon from the PRC.

Internet Resources:

Other resources:

  • Armbruster, B.B., et al. The Role of Metacognition in Reading to Learn: A developmental Perspective. Reading Education Report No. 40. Urbana, IL: Center for the Study of Reading. [ED228617]
  • Armstrong, W.H., Lanmpe, M.W., and Ehrenhaft, G. (1997) A pocket Guide to Study Tips. Barron’s Education Series, Inc.
  • Boatner, M.T., & Gates, J.E. (1975). A dictionary of idioms for the deaf. Barron’s Educational Series, Woodbury, NY. An amazing proportion of spoken English is idiomatic. Looking through this book will help the tutor to understand how some concepts in the spoken language might be interpreted into sign.
  • Drapeau, P. (1998). Great Teaching with Graphic Organizers. New York: Scholastic Books.
  • The Learning Cooperative (1997) Tutoring Handbook. Burlington, VT: University of Vermont 802-656-4075 If you do not have a formal tutoring handbook on your campus, look this one over. It includes qualifications, guidelines, code of ethics, communication tips, a guide to a successful tutoring session, as well as administrative responsibilities.
  • English Grammar Computer programs: Norm Crozer developed a PC program that covers 3 sentence patterns and 8 verb forms. The program corrects you and provides feedback as you type. Several students can store data on one computer. A written curriculum accompanies the computer program. The spelling and grammar rules are always accessible to the student. 818-719-6430.


  • Harry Lang at NTID conducts research in promoting literacy in Science and Mathematics for deaf students. (Access to English and Science Outreach Project); Harry Lang’s home page: . He has also written books about Deaf individuals in the arts and sciences. An article about the project, with many links to other related areas, can be found at , The Guide to Math and Science Reform.
  • Albertini, J., & Lang, H. (2000). Deaf student’s writing and authentic science activities. NTID Research Bulletin, 5(1). Also available at
  • Berent, G.P. (1996) The acquisition of English syntax by deaf learners. In W. Ritchie & T. Bhatia (Eds.), Handbook of Second Language Acquisition (pp. 469-506). San Diego: Academic Press.
  • Dowaliby, F.J., & Lang, H.G. (1999). Adjunct Aids to instructional prose: A multimedia study with deaf college students. Journal of Deaf Studies and Deaf Education, 4, 270-282. Deaf students who were poor readers and received adjunct questions with text performed at the same level on a test of immediate factual recall as did high ability readers who received text only.
  • Mousley, K. & Kelly, R. (1998). Problem-solving strategies for teaching mathematics to deaf students. American Annals of the Deaf, 143 (4), 325-336.
  • Yore, L.D. (2000). Enhancing science literacy for all students with embedded reading instruction and writing-to-learn activities. Journal of Deaf Studies and Deaf Education, 5(1), 105-122.
Back to Top


WROCC at WOU • 345 North Monmouth Avenue • Monmouth, OR 97361
Modified January 2006© WROCC at WOU • All rights reserved
Send comments or questions to