Journal Article

Implications of Utilizing a Phonics-Based Reading Curriculum With Children Who Are Deaf or Hard of Hearing

Beverly J. Trezek and Ye Wang

in The Journal of Deaf Studies and Deaf Education

Volume 11, issue 2, pages 202-213
Published in print January 2006 | ISSN: 1081-4159
Published online February 2006 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/enj031
Implications of Utilizing a Phonics-Based Reading Curriculum With Children Who Are Deaf or Hard of Hearing

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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 (2005), 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.

Journal Article.  7399 words. 

Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

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