This dissertation includes four independent but related chapters. The first chapter provides an overview regarding the whole dissertation document. Chapter 2 reports the procedures and results of a research synthesis focusing on vocabulary, oral language, and/or storybook reading instruction for children with hearing loss who communicate orally. The third chapter is a research study which used a single-subject design in order to assess the effectiveness of a tier-3 level of language intervention for children with hearing loss within a response to intervention (RTI) model. This research study also reports the relationship between children's hearing characteristics and their language performance. Although this research study focuses on children with hearing loss, the results can also be considered in light of children with weak language skills due to factors other than hearing loss. The final chapter presents specific strategies for teachers and parents regarding how early childhood teachers and parents of young children with hearing loss can assist their children's vocabulary and oral language development through storybook reading instruction, and ultimately support these children to become better readers.
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