The "Wh" Questions of Visual Phonics
What, Who, Where, When, and Why
Bibliographic Data
| ID | 15017828 |
|---|---|
| Authors | Rachel Friedman Narr (California State University, Northridge, corresponding author), Stephanie Cawthon (0000-0001-5533-3820, The University of Texas at Austin), S W Cawthon |
| Year | 2011 |
| Volume | 16 |
| Issue | 1 |
| Pages | 66-78 |
| Publication date | 2011-01-01 |
| 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/enq038 |
| PMID | 20817738 |
| OpenAlex | W2109813170 |
| Language | EN |
| Citations received | 2 |
| References cited | 15 |
Visual Phonics is a reading instructional tool that has been implemented in isolated classrooms for over 20 years. In the past 5 years, several experimental studies demonstrated its efficacy with students who are deaf or hard of hearing. Through a national survey with 200 participants, this study specifically addresses who, where, how, and why a sample of teachers use Visual Phonics in their everyday reading instruction. Through checklists of teaching practice, rating scales, and open-ended questions, teachers self-reported their use of Visual Phonics, reflected upon its efficacy, and what they think about using it with students with a diverse set of instructional needs. The majority reported that Visual Phonics was easy to use, engaging to students, and easy to integrate into a structured reading curriculum. The majority of respondents agreed that it helps increase phonemic awareness and decoding skills, build vocabulary, as well as increase reading comprehension. The implications of these findings in bridging the research-to-practice gap are discussed.
Comprehension · Curriculum · Linguistics · Literacy · Mathematics education · Pedagogy · Phonemic awareness · Phonics · Primary education · Reading (process) · Reading comprehension · Teaching method · Vocabulary · Whole language · Hearing Impairment and Communication · Psychology · Reading and Literacy Development · Tactile and Sensory Interactions
How Do Children Who Can't Hear Learn to Read an Alphabetic Script? A Review of the Literature on Reading and Deafness
Using Research to Improve Literacy Practice and Practice to Improve Literacy Research
The Efficacy of Utilizing a Phonics Treatment Package with Middle School Deaf and Hard-of-Hearing Students
Using Visual Phonics to Supplement Beginning Reading Instruction for Students Who Are Deaf or Hard of Hearing
Working Memory Capacity and Comprehension Processes in Deaf Readers
The Interaction of Syntactic Competence and Vocabulary During Reading by Deaf Students
Implications of Utilizing a Phonics-Based Reading Curriculum With Children Who Are Deaf or Hard of Hearing
What Really Matters in the Early Literacy Development of Deaf Children
Phonological Awareness and Decoding in Deaf/Hard-of-Hearing Students Who Use Visual Phonics
Hidden Benefits and Unintended Consequences of No Child Left Behind Policies for Students Who Are Deaf or Hard of Hearing
| Citations per year | 0.14 |
|---|---|
| Citation span | 2012 - 2022 (11) |
| Highly cited | No |