Chapman University Communication Sciences & Disorders researchers are playing a leading role in a national, interdisciplinary effort to rethink how literacy education and therapeutic practice serve deaf children and their communities. In a newly published scholarly article, Chapman faculty including Dr. Zed Sehyr join cognitive scientists, linguists, educators, clinicians, and deaf community leaders to challenge rigid “Science of Reading” policies that mandate phonics‑only instruction for all learners. This collaborative work demonstrates that one‑size‑fits‑all approaches—especially those centered on spoken sound—can unintentionally harm deaf children by sidelining accessible language, cultural knowledge, and community‑affirming practices.

Crucially, Chapman’s own CSD researchers help advance a growing body of evidence showing that deaf adults and children can become highly skilled readers through multiple pathways, many of which do not depend on spoken phonology. Instead, strong literacy outcomes are closely tied to early, rich access to language, particularly sign language (e.g. ASL) and to instruction that builds on children’s real linguistic strengths. This work underscores what deaf communities have long known: literacy thrives when education and therapy honor deaf children as whole learners, embedded in families, languages, and cultures, rather than as problems to be “fixed” through speech‑first interventions.

By contributing rigorous research grounded in deaf lived experience, Chapman scholars are helping to pioneer community‑centered, language‑affirming models of literacy education and clinical practice. Their work calls for educators, speech‑language pathologists, and policymakers to move beyond narrow mandates and instead embrace flexible, evidence‑based approaches that prioritize communication access, cognitive development, and well‑being. In doing so, Chapman CSD faculty are not only shaping national conversations about literacy and disability, they are contributing to just, inclusive future for deaf children and the professionals who serve them.

Some key findings in the article: 

  • Skilled reading does not always rely on spoken phonology.
  • Overemphasis on speech contributes to language deprivation.
  • One-size-fits-all phonics mandates are harmful.
  • Deaf children are diverse and need differentiated literacy instruction

To read more this interesting research please check out the recently published article: https://pubmed.ncbi.nlm.nih.gov/41712465/