READ WRITE EASY: Research, practice and innovation in deaf multiliteracies - Volume 1 - Open access research series

Aug 28, 2026

READ WRITE EASY: Research, practice and innovation in deaf multiliteracies (Volume 1) presents open-access scholarship on sign language linguistics and Deaf Studies, connecting literacy research to multiliteracies with deaf learners. The volume foregrounds peer-to-peer learning, learning assessment, and curriculum development through qualitative and collaborative methods, including game-led design and multimodal writing initiatives. Chapters draw on research projects across diverse educational contexts, emphasizing accessible learning design, training needs for deaf sign language users, and documentation of learner development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages283

Reading Time11 h 53 min

AccessFree to download

Preface

Introduction: From literacy to multiliteracies with deaf learners

Part 1

Assessing deaf students’ development of English literacy in a peer-to-peer learning programme

Tracking learning with primary school children ina deaf school in India

Deaf peer tutors’ decision-making when teaching multiliteracies to deaf learners in India, Uganda and Ghana

Identifying and meeting the training needs of deaf sign language users as professionals in deaf education contexts

Part 2

The reverse curriculum: Game-led design for accessible learning

Qualitative data from learner portfolios

Collaborative curriculum development

The storymakers mini-project: Encouraging children’s multimodal writing

READ WRITE EASY: Research, practice and innovation in deaf multiliteracies Volume 1 Jenny Webster & Ulrike Zeshan (Eds.) Series editor Nick Palfreyman Editorial board Gabrielle Hodge, Luigi Lerose, Hannah Lutzenberger, Rachel McKee, Lauren Reed, Junhui Yang The Ishara Research Series is an open access series dedicated to current research in sign language linguistics and Deaf Studies. The series is designed for publications that are of current relevance to the field but are not easily accommodated within the scope of conventional outlets. This innovative format is ideal for young researchers and first-time authors publishing work of high academic quality. The series is intended to be a tool for stimulating research in emerging areas, with particular emphasis on promoting Deaf authors and authors in countries where sign language studies and Deaf Studies are not yet established disciplines. Titles in the Ishara Research Series 1-Language Vitalization through Language Documentation and Description in the Kosovar Sign Language Community, Karin Hoyer 2-Algerian Jewish Sign Language: Its emergence and survival, Sara Lanesman 3-Sign Bilingualism in Education: Challenges and perspectives along the research, policy, practice axis, Carolina Plaza-Pust 4-Serious Games in Co-creative Facilitation: Experiences from Crosssectoral Work with Deaf Communities, Ulrike Zeshan 5 – READ WRITE EASY: Research, practice and innovation in deaf multiliteracies (Volume 1), Jenny Webster & Ulrike Zeshan Ishara Research Series, 5 READ WRITE EASY: Research, practice and innovation in deaf multiliteracies (Volume 1) . Jenny Webster & Ulrike Zeshan / Lancaster: Ishara Press 2021. ISBN 978-0-9929221-5-3 Published by Ishara Press Lancaster and Worthing (interim), United Kingdom 5 Dominion Road, Worthing BN14 8JY [www.ishara.uk](www.ishara.uk) [Published 2021.](Published 2021.) READ WRITE EASY: Research, practice and innovation in deaf multiliteracies (Volume 1) Jenny Webster & Ulrike Zeshan (Eds.) Table of Contents Preface 1. Introduction: From literacy to multiliteracies with deaf learners Jenny Webster and Ulrike Zeshan PART 1 2. Assessing deaf students’ development of English literacy in a peer-to-peer learning programme Daniel Waller, Christian Jones and Jenny Webster 3. Tracking learning with primary school children ina deaf school in India Nirav Pal, Jenny Webster and Ulrike Zeshan 4. Deaf peer tutors’ decision-making when teaching multiliteracies to deaf learners in India, Uganda and Ghana Jenny Webster and Eilidh Rose McEwan 5. Identifying and meeting the training needs of deaf sign language users as professionals in deaf education contexts Rebecca Olivia Nankinga PART 2 6. The reverse curriculum: Game-led design for accessible learning Ulrike Zeshan 7. Qualitative data from learner portfolios Nirav Pal 8. Collaborative curriculum development Ulrike Zeshan 9. The storymakers mini-project: Encouraging children’s multimodal writing Julia Gillen and Uta Papen 1 23 59 105 133 175 195 237 257 Preface This publication, appearing in the form of two related volumes, is the result of a substantial process of research in the field, analysis of data, and coordinating the writing of chapters with many contributors. The several successive research projects that are the basis for the two volumes are described in the introductory chapter. We would like to thank each of our expert contributors and all of the project participants, research team members and partner institutions who made this book possible. The respective individuals and institutions are acknowledged in the relevant chapters of both volumes. We also acknowledge the Vidya Bhawan Society, who have been our partner in India during the production phase of the books. To make these publications possible, each author gave their time and expertise generously throughout 2020 and 2021, despite the

FAQs

What is the focus of this volume in deaf multiliteracies research?

It focuses on how deaf learners develop literacy and multiliteracies, supported by research, practice, and innovation in accessible education contexts.

What kinds of learning and curriculum approaches are covered?

The table of contents includes peer-to-peer learning, learner portfolio data, collaborative curriculum development, game-led design, and multimodal writing projects.

Who is the publication intended to support?

The series is designed to stimulate high-quality research and encourage Deaf authors and emerging scholars, especially in countries where sign language studies and Deaf Studies are still developing.

Aug 28, 2026

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