Systematic Review of Studies on Visual Phonics

Kart, Ayse

doi:10.1177/15257401211024536

Cited by 3 publications

(1 citation statement)

References 43 publications

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“…Reading requires knowledge of the sound and blending the letters based on the letter sounds. Phonemic awareness instruction significantly impacts reading learning when paired with phonics instruction (Kart, 2021). In order to learn reading, one needs to know letter shapes, names and sounds to recall how to read words utilising grapheme-phoneme links (Ehri, 2020).…”

Section: Introductionmentioning

confidence: 99%

Gamification in Improving Reading Skills of Preschool Children: Blending Through Puzzle Game

Ungau

Nasip

Linyaw

et al. 2023

JCSHD

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This study explores the effectiveness of puzzle games in improving the learning of Malay Language reading skills among preschool children. The study focuses on inculcating blending skills through puzzle games since one of the most critical elements in learning reading is phonics which involves the skills of letter recognition and phonemic segmentation. Two teachers and twenty-eight preschool children were involved in this study, consisting of 17 preschool children from one of the primary schools in Serian and 11 preschool children from one of the schools in Padawan. These preschool children between the age of five and six were divided into two teams of red and blue. Their preschool teacher monitored them during playday. Two methods were involved in collecting the data: interview and observation. Teachers' opinions on the interventions were acquired in semi-structured interviews, and preschool children were observed. These two preschools' findings show that blending through puzzle games in improving reading skills displays more significant learning benefits and is effective in collaboration, readiness, understanding, and shared mental models. Preschool children show more interest in participating in puzzle games' learning process. The game could be used for English classes and played in a larger space, such as a hall, to make it easier for preschool children to move. Future enhancements could focus on digitalised gamification that can provide more exciting and interactive gameplay.

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Section: Introductionmentioning

confidence: 99%

Gamification in Improving Reading Skills of Preschool Children: Blending Through Puzzle Game

Ungau

Nasip

Linyaw

et al. 2023

JCSHD

View full text Add to dashboard Cite

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Differentiating Language for Students Who Are Deaf or Hard of Hearing: A Practice-Informed Framework for Auditory and Visual Supports

Wainscott,

Spurgin

2024

LSHSS

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Purpose: Speech-language pathologists (SLPs) serving students who are d/Deaf or hard of hearing (Deaf/hh) and their deaf education counterparts must navigate complexities in language that include modalities that are spoken or signed and proficiency, which is often compromised. This tutorial describes a practice-informed framework that conceptualizes and organizes a continuum of auditory and visual language supports with the aim of informing the practice of the SLP whose training is more inherently focused on spoken language alone, as well as the practice of the teacher of the Deaf/hh (TDHH) who may focus more on visual language supports. Method: This product resulted from a need within interdisciplinary, graduate programs for SLPs and TDHHs. Both cohorts required preparation to address the needs of diverse language learners who are Deaf/hh. This tutorial includes a brief review of the challenges in developing language proficiency and describes the complexities of effective service delivery. The process of developing a practice-informed framework for language supports is summarized, referencing established practices in auditory-based and visually based methodologies, identifying parallel practices, and summarizing the practices within a multitiered framework called the Framework of Differentiated Practices for Language Support. Recommendations for use of the framework include guidance on the identification of a student's language modality/ies and proficiency to effectively match students' needs and target supports. Conclusions: An examination of established practices in language supports across auditory and visual modalities reveals clear parallels that can be organized into a tiered framework. The result is a reference for differentiating language for the interdisciplinary school team. The parallel supports also provide evidence of similarities in practice across philosophical boundaries as professionals work collaboratively.

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