Exploring the Perspectives of Texas Educators Concerning the Use of Reading and Writing Teaching Strategies, Methods, and Tools for Secondary Students Who Are Deaf or Hard of Hearing

This qualitative study explores the perspectives of educators on effective teaching strategies for enhancing reading and writing skills among secondary students who are Deaf and Hard of Hearing (DHH). Through interviews and thematic analysis, this research identifies the challenges educators face, including limited access to resources and varying levels of language proficiency among DHH students. The findings highlight the importance of individualized instruction, the integration of visual aids and technology, and fostering collaborative learning environments. Educators emphasized the role of explicit language instruction and scaffolding to support students who are DHH literacy development. The study concludes with recommendations for professional development and institutional support to better equip educators in meeting the diverse needs of students who are DHH. These findings contribute to a greater understanding of how targeted teaching strategies can improve literacy outcomes for DHH learners in secondary education settings.