LITERATE THOUGHT: A COMMENTARY

Abstract

A number of d/Deaf and hard of hearing students, as well as other students in special education programs, have difficulty accessing academic content information that, traditionally, has been presented in written language in print and electronically (e.g., textbooks, other school materials, etc.). Because this information represents what students need to know, there will be a large gap in their knowledge base, and students will not have ample opportunities to develop a high level of literate thought. That is, students will not be able to represent and manipulate information, solve problems, or develop other higher-level critical thinking skills. This article presents a case for the reconceptualization of literacy—namely, a broadening of our traditional notion of literacy as being able to read and write a written language. This reconceptualization, emphasizing literate thought, requires a discussion of types of literacies and an understanding of constructs such as access and interpretation, illiteracy, and listening comprehension. Also discussed is the intertwinement of literate thought and Universal Design for Learning. The article concludes with questions for further exploration and dialogue.