Examines evidence supporting the view that speech recoding is necessary prior to lexical access, explores an alternative view (that speech recoding occurs in working memory), describes an experiment suggesting that meaning analyses during reading can occur without speech recoding in working memory, and discusses models of reading. (GT)

The results of a multistep process to begin identifying best practices in deaf education are presented. To identify current practices, a survey was conducted of the literature, the Web sites of professional organizations, and states' education Web sites, which yielded a number of commonly discussed practices. Ten of the more highly cited practices…