The first author, who at the time was a Reading Recovery tutor (teacher
leader), was approached in 1995 by the principal (superintendent) of a school
for profoundly deaf children. The principal was concerned about the number of
children who had lack of success with literacy learning. Consequently, in 1996,
the first author trained the first teacher of the deaf as a Reading Recovery
teacher in Victoria, Australia. Seven teachers of the deaf subsequently trained
with other tutors, with ongoing input including school visits from the first
author. Three of those teachers, including one who was trained by the first
author, participated in this research project.