The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing

Wang, Ye; Trezek, Beverly J.; Luckner, John L.; Paul, Peter V.

doi:10.1353/aad.0.0061

Cited by 125 publications

(75 citation statements)

References 51 publications

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“…Since there is a considerable scientific support that DHH children have problems with PhPS, there is a point in addressing this in an intervention study. There are indeed studies that have examined how DHH children use PhPS in different tasks (e.g., reading [1,14]. 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].…”

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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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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“…Visual phonics is a multi-sensory approach to teaching grapheme-phoneme relationships, which combines hand cues and written symbols with speech and/or speech reading to represent the individual phonemes of a language (Trezek & Hancock 2013). The evaluation of this approach suggests that this approach has increased deaf learners' phonological abilities, but the direct impact on the development of literacy skills remains uncertain (Wang et al 2008;Smith & Wang 2010). …”

Section: Visual Phonics 27mentioning

confidence: 99%

Deaf children's bimodal bilingualism and education

Swanwick

2015

Lang. Teach.

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This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of published studies over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language experience and use in different learning contexts. These first two sections provide the context for the main focus of the review: education and learning. The third section reports on links made between bimodal bilingualism and learning with regard to deaf children's literacy development. The fourth section examines further research into bimodal bilingual pedagogies. The final section considers the theoretical and practical implications of the field to date in developing a contemporary model of bimodal bilingual education for deaf children. It also charts future research priorities. BiographyDr Swanwick is an Associate Professor in Deaf Education at Leeds University in the School of Education. Her research and publications centre on deafness, language and learning and the development of pedagogies and practitioner understanding. Her funded research includes a 2 collaborative ESRC funded project looking at deaf children's early literacy experiences in the home; a Nuffield funded project on the role of sign language for deaf children with cochlear implants and a British Academy project on approaches to critical thinking and reflective practice across the national training provision for teachers of the deaf. Her current work, funded through a British Academy Mid-Career Fellowship, centres on the development of a model of bimodal bilingualism and learning which situates deafness and language learning within a plural view of language and culture in society. Dr Ruth Swanwick Associate Professor in Deaf EducationThe School of Education, Hillary PlaceThe University of Leeds Leeds, LS18 5LU IntroductionThe practice of educating deaf children bilingually through the use of sign language alongside written and spoken language initially developed during the 1980s in Scandanavia, the USA and the UK. This approach developed as a response to concerns about deaf children's attainments within traditional spoken language approaches (see, for example, Conrad 1979) and research demonstrating sign languages to be naturally evolving rule-governed languages (Stokoe 1960;Klima & Bellugi 1979;Kyle & Woll 1985). As the linguistic study of sign languages burgeoned, the increasing role of sign languages in education fostered the development of new teaching approaches (Mahshie 1995;Knight & Swanwick 2002). The articulation of a socio-cultural understanding of deafness provoked new research into deaf children's language development, culture and identity. Developments in practice and research, and the increasing activity of interest 3 groups in the d...

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“…Several factors contributed to the gradual increase of methods in deaf education today that earlier were exclusively directed to NH children (Kyle & Harris, 2011;Trezek & Hancock, 2013;Trezek & Malmgren, 2005;Trezek, Wang, Woods et al, 2007;Wang, Trezek, Luckner et al, 2008). These were, for example, increasing knowledge regarding the importance to utilize residual hearing during the 20 th century (Cole & Flexer, 2011), and technical advancement, that is auditory methods were made possible to use with the development of conventional hearing aids and cochlear implants (Cole & Flexer, 2011;Levitt, 2007;Mudry & Dodele, 2000;Wheeler, Archbold, Hardie et al, 2009 (Powell & Wilson, 2011).…”

Section: Language Tutoring Of Dhh Children During the 19 Th Century -mentioning

confidence: 99%

Rethinking Sound : Computer-assisted reading intervention with a phonics approach for deaf and hard of hearing children using cochlear implants or hearing aids

Mentzer¹

2014

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In the present thesis, computer-assisted reading intervention with a phonics approach was examined in deaf and hard of hearing children (DHH) aged 5, 6 or 7 years old using cochlear implants, hearing aids or a combination of both. Children with normal hearing (NH), matched for non-verbal intelligence and age, served as a reference group. Deaf and hard of hearing children constitute a heterogenetic population regarding cognitive and academic achievement. Many of them do not reach age appropriate levels in language and reading ability during their school years, with negative consequences for later training facilities and job opportunities. Finding relevant intervention methods to promote early language learning and literacy development that are easy to implement is therefore of great importance. In this thesis three aspects of cognitive ability (phonological processing skills, lexical access and working memory capacity), and reading ability was examined at three points in time; baseline 1, pre intervention and post intervention. Additionally, computer-assisted training delivered by means of the Internet in the children’s homes was explored in order to determine whether it would be a useful and efficient method for the DHH population. Overall, the results from the present thesis support the notion that offering a computer-assisted intervention program delivered at home, is an alternative way to support not only NH children with reading difficulties but also to support DHH children’s phonological development and decoding proficiency.I denna avhandling undersöktes fonologisk lästräning vid datorn för döva och hörselskadade barn 5, 6 och 7 år gamla som använde cochleaimplantat, hörapparat eller en kombination av båda. Barn med normal hörsel som var matchade avseende icke-verbal intelligens och ålder utgjorde jämförelsegrupp. Döva och hörselskadade barn utgör en heterogen grupp avseende kognitiv förmåga och skolframgång. Många av dem når inte kraven för åldern avseende språk och läsförmåga under skoltiden vilket får negativa konsekvenser för senare utbildning och arbete. Att hitta relevanta interventionsmetoder för att främja tidig språkinlärning och läsutveckling som är lätta att genomföra, är därför av stor betydelse. I avhandlingen undersöktes tre aspekter av kognitiv förmåga (fonologisk bearbetningsförmåga, lexikal åtkomst och arbetsminneskapacitet) och läsförmåga vid tre tidpunkter; förtest 1, före intervention och efter intervention. Dessutom undersöktes om datorbaserad intervention som genomförs via Internet i hemmet, skulle vara en användbar och effektiv metod för döva och hörselskadade barn. Resultaten i stort visar att fonologisk lästräning vid datorn i barnens hem är en alternativ metod att stödja inte bara barn i risk att utveckla lässvårigheter, utan även döva och hörselskadade barns fonologi och avkodningsförmåga

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The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing

Cited by 125 publications

References 51 publications

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

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

Deaf children's bimodal bilingualism and education

Rethinking Sound : Computer-assisted reading intervention with a phonics approach for deaf and hard of hearing children using cochlear implants or hearing aids

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