Grapheme-Phoneme Acquisition of Deaf Preschoolers

Beal-Alvarez, Jennifer S.; Lederberg, Amy R.; Easterbrooks, Susan R.

doi:10.1093/deafed/enr030

Cited by 53 publications

(39 citation statements)

References 43 publications

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“…This study further extends the current research (Beal-Alvarez et al, 2011;Bergeron et al, 2009;Miller et al, 2013) by investigating the combined effect of VP and Foundations on early literacy skills, specifically syllable segmentation, letter-sound correspondence, and initial-sound identification in DHH students who used signed communication with varied levels of speech perception. The researchers of this study explored three research questions: …”

Section: Vp and Literacy Skills In Students Who Are Deaf And Hard Ofsupporting

confidence: 73%

A Syllable Segmentation, Letter-Sound, and Initial-Sound Intervention With Students Who Are Deaf or Hard of Hearing and Use Sign Language

Tucci

Easterbrooks

2013

J Spec Educ

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This study investigated children's acquisition of three aspects of an early literacy curriculum, Foundations for Literacy (Foundations), designed specifically for prekindergarten students who are deaf or hard of hearing (DHH): syllable segmentation, identification of letter-sound correspondences, and initial-sound identification. Three prekindergarten students with hearing loss, who used some form of signed communication, participated in this multiple baselines across content design study. Phonological and phonics activities are embedded within the Foundations curriculum, which is built around strong visual manipulatives to provide access to phonemic content. A Visual Phonics (VP) strategy was incorporated into two of the three targeted outcomes. Results indicated that the signing DHH students in this study were able to learn syllable segmentation, letter-sound correspondences, and initial sounds.

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Section: Vp and Literacy Skills In Students Who Are Deaf And Hard Ofsupporting

confidence: 73%

A Syllable Segmentation, Letter-Sound, and Initial-Sound Intervention With Students Who Are Deaf or Hard of Hearing and Use Sign Language

Tucci

Easterbrooks

2013

J Spec Educ

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“…Additionally, there are studies that have examined alternative ways for DHH children to acquire different aspects of PhPS by the support of other modalities, e.g., speech-reading and articulatory feedback [15,16]. Furthermore, the use of multimodality support to acquire grapheme-phoneme correspondence in DHH children with minimal speech perception has been examined [17]. There are, however, to our knowledge, no studies that have assessed this problem from a reversed perspective, i.e., to use phoneme-grapheme correspondence training to improve PhPS in DHH children.…”

Section: Introductionmentioning

confidence: 99%

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Mentzer

Lyxell

Sahlén

et al. 2013

International Journal of Pediatric Otorhinolaryngology

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Objective: Examine deaf and hard of hearing (DHH) children's phonological processing skills in relation to a reference group of children with normal hearing (NH) at two baselines pre intervention.Study the effects of computer-assisted phoneme-grapheme correspondence training in the children.Specifically analyze possible effects on DHH children's phonological processing skills. Methods:The study included 48 children who participated in a computer-assisted intervention study, which focuses on phoneme-grapheme correspondence. Children were 5, 6, and 7 years of age. There were 32 DHH children using cochlear implants (CI) or hearing aids (HA), or both in combination, and 16 children with NH. The study had a quasi-experimental design with three test occasions separated in time by four weeks; baseline 1 and 2 pre intervention, and 3, post intervention. Children performed tasks measuring lexical access, phonological processing, and letter knowledge. All children were asked to practice ten minutes per day at home supported by their parents.Results: NH children outperformed DHH children on the majority of tasks. All children improved their accuracy in phoneme-grapheme correspondence and output phonology as a function of the computer-assisted intervention. For the whole group of children, and specifically for children with CI, a lower initial phonological composite score was associated with a larger phonological change between baseline 2 and post intervention. Finally, 18 DHH children, whereof 11 children with CI, showed specific intervention effects on their phonological processing skills, and strong effect sizes for their improved accuracy of phoneme-grapheme correspondence. Conclusion:For some DHH children phonological processing skills are boosted relatively more by phoneme-grapheme correspondence training. This reflects the reciprocal relationship between phonological change and exposure to and manipulations of letters.2

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“…It was determined through computer-assisted educational systems that hearing-impaired children are provided with maths teaching (Cannon, Fredrick, & Easterbrooks, 2010), grammar teaching (Cannon, Easterbrooks, Gagne, & Beal-Alvarez, 2011), sound-letter acquisition (Beal-Alvarez, Lederberg, & Easterbrooks, 2011), and reading and language acquisition (Easterbrooks, 2010). Although computer-assisted educational systems prepared for the hearing-impaired children in the international literature are rapidly becoming popular, there are still limited number of studies conducted on the hearing-impaired children in our country.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing

Göker

Özaydın

Tekedere

2016

EURASIA J MATH SCI T

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Early intervention and early education have a special place in educating the children with Impaired Hearing (IH). The advancements in information and communication technologies have led to adopting the view that such technologies could be applied in the educational process of the children with IH. Besides, the positive results acquired in the studies conducted in the light of this review have brought up the fact that proper technology-based educational environments should be provided and popularized for the young children with IH. In this study, educational software has been developed for the purpose of teaching emotions and opposite concepts to young children with IH. With this software, videos with topic descriptions, games reinforcing funny and topic-based learning, questions and audio-visual feedbacks have been used. The effectiveness of this software in concept education along with its usability by children has been examined; and in addition, the subjective viewpoints of the teachers of students with IH on this software have been consulted as well.

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Grapheme-Phoneme Acquisition of Deaf Preschoolers

Cited by 53 publications

References 43 publications

A Syllable Segmentation, Letter-Sound, and Initial-Sound Intervention With Students Who Are Deaf or Hard of Hearing and Use Sign Language

A Syllable Segmentation, Letter-Sound, and Initial-Sound Intervention With Students Who Are Deaf or Hard of Hearing and Use Sign Language

Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing

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