Implications of Utilizing a Phonics-Based Reading Curriculum With Children Who Are Deaf or Hard of Hearing
Bibliographic Data
| ID | 15017409 |
|---|---|
| Authors | Beverly J Trezek (0009-0008-9514-7254, DePaul University, corresponding author) |
| Year | 2005 |
| Volume | 11 |
| Issue | 2 |
| Pages | 202-213 |
| Publication date | 2005-11-23 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Journal identifiers | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/deafed/enj031 |
| PMID | 16452609 |
| OpenAlex | W2159294376 |
| Language | EN |
| Citations received | 19 |
| References cited | 4 |
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 by standardized assessments of (a) word reading, (b) pseudoword decoding, and (c) reading comprehension. Furthermore, the acquisition of beginning reading skills did not appear to be related to degree of hearing loss. In this study, students with various degrees of hearing loss benefited equally well from this phonics-based reading curriculum supplemented by Visual Phonics.
Audiology · Curriculum · Dyslexia · Hearing loss · Linguistics · Mathematics education · Pedagogy · Phonics · Primary education · Pseudoword · Reading (process) · Reading comprehension · Hearing Impairment and Communication · Medicine · Psychology · Tactile and Sensory Interactions
What Really Matters in the Early Literacy Development of Deaf Children
Implementing Instruction in the Alphabetic Principle Within a Sign Bilingual Setting
Instruction in Metacognitive Strategies to Increase Deaf and Hard-of-Hearing Students' Reading Comprehension
Phonological Awareness and Decoding in Deaf/Hard-of-Hearing Students Who Use Visual Phonics
The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing
Reading interventions for deaf and hard-of-hearing children
The changing context for sign bilingual education programs
Reading Efficiency of Deaf and Hearing People in Spanish
The Nature and Efficiency of the Word Reading Strategies of Orally Raised Deaf Students
Computer-Based Exercises for Learning to Read and Spell by Deaf Children
Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants
Using Visual Phonics to Supplement Beginning Reading Instruction for Students Who Are Deaf or Hard of Hearing
The "Wh" Questions of Visual Phonics
Grapheme-Phoneme Acquisition of Deaf Preschoolers
Effects of Morphographic Instruction on the Morphographic Analysis Skills of Deaf and Hard-of-Hearing Students
Developing Sound Skills for Reading
Deaf children's bimodal bilingualism and education
Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language
Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia
| Citations per year | 1 |
|---|---|
| Citation span | 2007 - 2026 (20) |
| Highly cited | No |