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It explains the Continuum of Reading Activities with four steps—teacher-led reading aloud, shared reading, guided reading, and independent reading—showing how teachers use preferred language and communication modalities, scaffold skills, and gradually shift responsibility to students. The text highlights reading outcomes, social learning, and supports across genres and learner profiles.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/odyssey-building-language-and-literacy-at-the-sametime-strategies-for-classroom-and-home/580591/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/odyssey-building-language-and-literacy-at-the-sametime-strategies-for-classroom-and-home/580591.png","ImageObject",300,407,{"name":92,"@type":93},"Miles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the purpose of the Continuum of Reading Activities for deaf and hard of hearing students?","Question",{"text":111,"@type":112},"It provides strategies that advance students’ language development and address core literacy standards while helping students gain language and literacy skills at the same time.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What are the four steps in the Continuum?",{"text":116,"@type":112},"The continuum includes teacher-led reading aloud, shared reading, guided reading, and independent reading across a range of genres and topics.",{"name":118,"@type":109,"acceptedAnswer":119},"How does instruction progress from teacher support to student independence?",{"text":120,"@type":112},"Teachers begin with explanation and modeling, then gradually shift responsibility for learning, decoding, and comprehension through shared and guided practice until students read independently with occasional support as needed.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},580591,1792079694,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},13056703019404,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Pamela Luft, MEd, MS, PhD, is professor emerita at Kent State University and secretary and a prior president of the Council on Education of the Deaf, a consortium of eight organizations dedicated to quality education for deaf and hard of hearing students. She worked for 15 years in public, special day, and residential schools as a teacher, behavior specialist, career coordinator, and program administrator. In addition, she worked at Kent State University for 25 years in special/deaf education. Luft has published on literacy, special education policy, instructional practices, and transition services. She welcomes questions and comments about this article at[pluft@kent.edu](pluft@kent.edu).  \nODYSSEY  \nBuilding Language and Literacy at the SameTime:  \nStrategies for Classroom and Home  \nBy Pamela Luft  \nAs teachers, paraprofessionals, and parents, we recognize the importance of providing deaf and hard of hearing children with full access to the languages around them. Language is the primary means by which children acquire knowledge of the world and academic content to become successful adults. Additionally, it allows us to make and maintain friendships and to engage with others in working and participating in the community. We have also seen the poor outcomes that result when children don’t have full access to language; reading and academic achievement remain far below intellectual capabilities.  \nTo help our deaf and hard of hearing students attain grade-level skills, we can take advantage of the interrelationships between language and literacy and help students gain language and literacy skills at the same time. The Continuum of Reading Activities (described by French, 1999) provides us with strategies that allow us to advance students’language development and address core literacy standards (Ohio Department of Education, 2017; Reutzel & Cooter, 2019) .  \nThis continuum consists of four steps:  \n1. Teacher-led reading aloud: Teachers read to students using the students’ preferred language and communication modality to engage them in the text.  \n2. Shared reading: Teachers ask students to read with them and share their decision making as they negotiate the text.  \nPhotos by Matthew Vita, Laurent Clerc National Deaf Education Center  \n2024  \nLeft: Teacher-led read-alouds help young students engage in the text.  \n3. Guided reading: Teachers divide text into segments. responsibility for demonstrating key skills but may probe  \nStudents individually predict what will happen, then and ask students to respond.  \namend and discuss their predictions after reading each • Then … guided practice: Teachers begin to shift  \nsegment. responsibility for learning, decoding, and comprehending  \n4. Independent reading: Students read independently to the students, providing additional explanation,  \nacross a range of genres and topics, with teachers modeling, scaffolding, and peer support as needed.  \noffering occasional support, if needed. • Finally … independent practice: When these steps are followed Students apply new skills and sequentially, they provide a gradual strategies without assistance from rslease oudentsfrthe teacher’sead with incirnvoleasinvgement as Language is the pe20e2rs1)or teachers (Hall et al., independence (Hall et al., 2021) . The primary means by The four steps of the Continuum inCteracontintiuveumactivhaviteiebseimpliciten effectiinvetihne which children acquire support the tefrom guidanceacheandr’s gmroaddelualingmofoveskills increasing students’ reading knowledge of the and cognitive processes to sharing or  \nindependenceindependence,incof sudiudenngtsthwehroeadingstruggle world and academic supported reof independadentingskiandlls afnudllstsrtudenategie use (Hall et al., 2021). The gradual release of content to become (see page 38) . This process utilizes teachGRRresponsiincludesb: ility—often abbreviated successful adults. peeinterr-toact-ipoeensr antha spuodenmotte-tofu-tlleacher • Initially … explanation and langu","cbCaipUGL9wDkWjQ","https://ap.wps.com/l/cbCaipUGL9wDkWjQ","pdf",629734,"English","# Building Language and Literacy at the SameTime\n## Strategies for Classroom and Home\n## Continuum of Reading Activities\n## Four-Step Continuum: Teacher-Led, Shared, Guided, Independent\n## How the Continuum Supports Learners","[{\"question\":\"What is the purpose of the Continuum of Reading Activities for deaf and hard of hearing students?\",\"answer\":\"It provides strategies that advance students’ language development and address core literacy standards while helping students gain language and literacy skills at the same time.\"},{\"question\":\"What are the four steps in the Continuum?\",\"answer\":\"The continuum includes teacher-led reading aloud, shared reading, guided reading, and independent reading across a range of genres and topics.\"},{\"question\":\"How does instruction progress from teacher support to student independence?\",\"answer\":\"Teachers begin with explanation and modeling, then gradually shift responsibility for learning, decoding, and comprehension through shared and guided practice until students read independently with occasional support as needed.\"}]","ODYSSEY - Building Language and Literacy at the SameTime: Strategies for Classroom and Home | PDF",1792037909,15]