Beverly J Trezek
Biographic Data
| ID | 1585851 |
|---|---|
| NAME | Beverly J Trezek |
| GIVEN NAMES | Beverly J |
| FAMILY NAME | Trezek |
| SIGNATURE | TREZEK B J |
| AFFILIATIONS | DePaul University |
| ORCID | 0009-0008-9514-7254 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Communication, Language, and Modality in the Education of Deaf Students
In the history of deaf education, questions attending communication, language, and modality have generated much discussion, and even heated debate. This should not be surprising as these questions touch on a fundamental issue that is central to policy and practice in the field—how to provide early, ready, and meaningful linguistic access. While one point of agreement is that such access is vital for age-appropriate language and literacy developme…
Reading Achievement of Deaf Students
Historically it has been reported that deaf students do not achieve age-appropriate outcomes in reading, with this performance often being characterized in terms of a fourth grade ceiling. However, given the shifts in the field during the past 20 years (e.g., widespread implementation of newborn hearing screening, advances in hearing technologies), it would be timely to question whether this continues to serve as a meaningful benchmark. To this e…
Using the CSCORE Protocol to Identify Evidence-Based Practices in School Counseling Intervention Research
Definitions of what constitutes evidence-based practice (EBP) are often debated across disciplines, including school counseling. The Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE) offers a research coding protocol to determine EBPs. This protocol was used in this review to evaluate select school counseling intervention research studies (N = 13) in the social emotional domain. Results revealed that none…
Literacy Outcomes in Deaf Students with Cochlear Implants
The purpose of this paper is to examine the available peer-reviewed research regarding literacy achievement in deaf children with cochlear implants. A related goal is to identify gaps in the empirical literature and suggest directions for future research. Included in this review are studies that exclusively report reading and writing outcomes for groups of students. A total of 21 studies were identified, representing those published over approxim…
Cued Speech and the Development of Reading in English
Even though Cued Speech has been a communication option for 50 years, it has not been widely adopted among users of English or in the country where it was created (i.e., the United States). This situation has led scholars and practitioners in the field of deafness to question whether the original intent of creating this system has been realized and if there is an adequate research base to support the use of Cued Speech in developing English readi…
Implementing Instruction in the Alphabetic Principle Within a Sign Bilingual Setting
The purpose of the present study was to examine the results of implementing remedial instruction in the alphabetic principle with deaf and hard-of-hearing (DHH) students educated in a sign bilingual setting. Data were analyzed in 2 phases, with the first using paired-sample t tests and Pearson correlations and the second phase employing structural equation modeling. Results indicate that study participants (N = 127) from a range of grade placemen…
Teaching pre‐service teachers to design inclusive instruction
When designing lessons to meet the needs of our increasingly diverse population of students, educators need to rethink planning and structuring lessons so that all students achieve better results. Therefore, teacher preparation programmes need to prepare pre‐service teachers accordingly. Within this paper, a new lesson planning template is unveiled that builds on many of the foundational concepts of inclusive education. This template is meant for…
Using Visual Phonics to Supplement Beginning Reading Instruction for Students Who Are Deaf or Hard of Hearing
The purpose of the current study is to expand upon the effectiveness of using Visual Phonics in conjunction with Direct Instruction reading programs (B. J. Trezek & K. W. Malmgren, 2005; B. J. Trezek & Y. Wang, 2006) and to explore the results of utilizing Visual Phonics to supplement another phonics-based reading curriculum for students who are deaf or hard of hearing. Twenty students with various degrees of hearing loss in kindergarten and firs…
Universal Design and Multiple Literacies
Given the prevalence of reading and writing difficulties among students with disabilities, coupled with the high number of these students accessing the general education curriculum and instruction for the majority of their school day, providing access to general education curriculum and grade level academic content is a challenging task for general and special education teachers alike. In this article, we explore the concept of universal design a…
The Efficacy of Utilizing a Phonics Treatment Package with Middle School Deaf and Hard-of-Hearing Students
Research indicates that the acquisition of phonemic awareness and phonic skills is highly correlated with later success in learning to read. Numerous studies support the hypothesis that deaf and hard-of-hearing children are able to utilize alternative systems to develop phonological awareness that are not dependent on the ability to hear sounds or accurately pronounce words. A quasi-experimental, pre- and posttest design was employed in this stud…
Implications of Utilizing a Phonics-Based Reading Curriculum With Children Who Are Deaf or Hard of Hearing
Extensive literature has reiterated the reading difficulties of students who are deaf or hard of hearing. Building and expanding upon the work of B. J. Trezek and K. W. Malmgren, this study demonstrated that given 1 year of instruction from a phonics-based reading curriculum supplemented by Visual Phonics, kindergarten and first-grade students who were deaf or hard of hearing could demonstrate improvements in beginning reading skills as measured …
Teaching pre‐service teachers to design inclusive instruction
When designing lessons to meet the needs of our increasingly diverse population of students, educators need to rethink planning and structuring lessons so that all students achieve better results. Therefore, teacher preparation programmes need to prepare pre‐service teachers accordingly. Within this paper, a new lesson planning template is unveiled that builds on many of the foundational concepts of inclusive education. This template is meant for…
The Efficacy of Utilizing a Phonics Treatment Package with Middle School Deaf and Hard-of-Hearing Students
Research indicates that the acquisition of phonemic awareness and phonic skills is highly correlated with later success in learning to read. Numerous studies support the hypothesis that deaf and hard-of-hearing children are able to utilize alternative systems to develop phonological awareness that are not dependent on the ability to hear sounds or accurately pronounce words. A quasi-experimental, pre- and posttest design was employed in this stud…
Implications of Utilizing a Phonics-Based Reading Curriculum With Children Who Are Deaf or Hard of Hearing
Extensive literature has reiterated the reading difficulties of students who are deaf or hard of hearing. Building and expanding upon the work of B. J. Trezek and K. W. Malmgren, this study demonstrated that given 1 year of instruction from a phonics-based reading curriculum supplemented by Visual Phonics, kindergarten and first-grade students who were deaf or hard of hearing could demonstrate improvements in beginning reading skills as measured …
Universal Design and Multiple Literacies
Given the prevalence of reading and writing difficulties among students with disabilities, coupled with the high number of these students accessing the general education curriculum and instruction for the majority of their school day, providing access to general education curriculum and grade level academic content is a challenging task for general and special education teachers alike. In this article, we explore the concept of universal design a…
Using Visual Phonics to Supplement Beginning Reading Instruction for Students Who Are Deaf or Hard of Hearing
The purpose of the current study is to expand upon the effectiveness of using Visual Phonics in conjunction with Direct Instruction reading programs (B. J. Trezek & K. W. Malmgren, 2005; B. J. Trezek & Y. Wang, 2006) and to explore the results of utilizing Visual Phonics to supplement another phonics-based reading curriculum for students who are deaf or hard of hearing. Twenty students with various degrees of hearing loss in kindergarten and firs…
Teaching pre‐service teachers to design inclusive instruction
When designing lessons to meet the needs of our increasingly diverse population of students, educators need to rethink planning and structuring lessons so that all students achieve better results. Therefore, teacher preparation programmes need to prepare pre‐service teachers accordingly. Within this paper, a new lesson planning template is unveiled that builds on many of the foundational concepts of inclusive education. This template is meant for…
Implementing Instruction in the Alphabetic Principle Within a Sign Bilingual Setting
The purpose of the present study was to examine the results of implementing remedial instruction in the alphabetic principle with deaf and hard-of-hearing (DHH) students educated in a sign bilingual setting. Data were analyzed in 2 phases, with the first using paired-sample t tests and Pearson correlations and the second phase employing structural equation modeling. Results indicate that study participants (N = 127) from a range of grade placemen…
Cued Speech and the Development of Reading in English
Even though Cued Speech has been a communication option for 50 years, it has not been widely adopted among users of English or in the country where it was created (i.e., the United States). This situation has led scholars and practitioners in the field of deafness to question whether the original intent of creating this system has been realized and if there is an adequate research base to support the use of Cued Speech in developing English readi…
Literacy Outcomes in Deaf Students with Cochlear Implants
The purpose of this paper is to examine the available peer-reviewed research regarding literacy achievement in deaf children with cochlear implants. A related goal is to identify gaps in the empirical literature and suggest directions for future research. Included in this review are studies that exclusively report reading and writing outcomes for groups of students. A total of 21 studies were identified, representing those published over approxim…
Using the CSCORE Protocol to Identify Evidence-Based Practices in School Counseling Intervention Research
Definitions of what constitutes evidence-based practice (EBP) are often debated across disciplines, including school counseling. The Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE) offers a research coding protocol to determine EBPs. This protocol was used in this review to evaluate select school counseling intervention research studies (N = 13) in the social emotional domain. Results revealed that none…
Reading Achievement of Deaf Students
Historically it has been reported that deaf students do not achieve age-appropriate outcomes in reading, with this performance often being characterized in terms of a fourth grade ceiling. However, given the shifts in the field during the past 20 years (e.g., widespread implementation of newborn hearing screening, advances in hearing technologies), it would be timely to question whether this continues to serve as a meaningful benchmark. To this e…
Communication, Language, and Modality in the Education of Deaf Students
In the history of deaf education, questions attending communication, language, and modality have generated much discussion, and even heated debate. This should not be surprising as these questions touch on a fundamental issue that is central to policy and practice in the field—how to provide early, ready, and meaningful linguistic access. While one point of agreement is that such access is vital for age-appropriate language and literacy developme…
Psychology (11 works) · Hearing Impairment and Communication (8 works) · Pedagogy (8 works) · Linguistics (7 works) · Mathematics education (7 works) · Tactile and Sensory Interactions (7 works) · Medicine (6 works) · Reading (process) (6 works) · Audiology (5 works) · Literacy (5 works)