Document Type
Article
Publication Date
2-19-2026
Abstract
Many U.S. policies inspired by the Science of Reading rest on two assumptions: (1) skilled reading always involves automatic mapping between written words and speech sounds, and (2) all children benefit from systematic instruction of phonological awareness and phonics. These assumptions are not wholly accurate, that they do not consider scientific evidence from deaf readers, and that policies based on these assumptions may be harmful to deaf children. First, skilled reading does not always rely on phonology. Evidence shows that deaf readers can read effectively without using spoken language phonology and that phonological processing can be unrelated to reading skill in this group. Second, a fundamental issue in deaf education is prioritizing speech and hearing over language development, academics, cognition, and socio-emotional well-being. This unhealthy imbalance persists despite the mounting evidence that we cannot ensure deaf children acquire spoken language. Policies mandating speech-based reading instruction for all children overlook how deaf readers develop literacy, and reinforce the overemphasis on speech, which creates the conditions for language deprivation. We caution against a one-size-fits-all approach to reading instruction and emphasize the need for differentiated instruction that respects the diverse ways beginning readers, including deaf learners, acquire literacy.
Recommended Citation
Tory Sampson, Amelia Becker, Erin E Campbell, Jennie Pyers, Wyatte C Hall, Zed Sevcikova Sehyr, Todd Czubek, Kristin DiPerri, Jon Henner, Karen Emmorey, Jennifer Petrich, Christina L Dobbs, Amy Lieberman, Marie Coppola, Clifton Langdon, Elana Pontecorvo, Paris Gappmayr, Anna Lim, Michael Higgins, Donna Jo Napoli, Nathan E Harrison, Rachel Benedict, Leala Holcomb, Franklin Jones Jr., MA, Andrew Bottoms, Emily Glenn-Smith, MA, Diane M Clark, Rachael Gabriel, Laura Jiménez, PhD, Natalie Delgado, Naomi Caselli, Avoiding unintended consequences: science of reading policies may harm deaf children, The Journal of Deaf Studies and Deaf Education, 2026;, enag004, https://doi.org/10.1093/jdsade/enag004
Peer Reviewed
1
Copyright
Oxford University Press
Included in
Communication Sciences and Disorders Commons, Disability and Equity in Education Commons, Language and Literacy Education Commons, Other Education Commons, Other Linguistics Commons, Phonetics and Phonology Commons
Comments
This is a pre-copy-editing, author-produced PDF of an article accepted for publication in The Journal of Deaf Studies and Deaf Education in 2026 following peer review. The definitive publisher-authenticated version is available online at https://doi.org/10.1093/jdsade/enag004.