Journal Article

Phonological Awareness and Decoding in Deaf/Hard-of-Hearing Students Who Use Visual Phonics

Rachel F. Narr

in The Journal of Deaf Studies and Deaf Education

Volume 13, issue 3, pages 405-416
Published in print January 2008 | ISSN: 1081-4159
Published online January 2008 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/enm064
Phonological Awareness and Decoding in Deaf/Hard-of-Hearing Students Who Use Visual Phonics

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  • Education
  • Linguistics
  • Teaching of Specific Groups and Special Educational Needs

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Visual phonics, a system of 45 hand and symbol cues that represent the phonemes of spoken English, has been used as a tool in literacy instruction with deaf/hard-of-hearing (DHH) students for over 20 years. Despite years of anecdotal support, there is relatively little published evidence of its impact on reading achievement. This study was designed to examine the relationship between performance on a phonological awareness task, performance on a decoding task, reading ability, and length of time in literacy instruction with visual phonics for 10 DHH kindergarten through Grade 3 students receiving academic instruction with sign-supported English and American Sign Language. Findings indicate that these students were able to use phonological information to make rhyme judgments and to decode; however, no relationship between performance on reading ability and length of time in literacy instruction with visual phonics was found.

Journal Article.  5391 words.  Illustrated.

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

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