Phonological awareness and decoding in deaf/hard-of-hearing students who use visual phonics

Journal of Deaf Studies and Deaf Education
Rachel F Narr

Abstract

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.

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Sep 28, 2004·Journal of Deaf Studies and Deaf Education·Carol LaSassoJacqueline Leybaert
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May 23, 2007·Journal of Deaf Studies and Deaf Education·Beverly J TrezekPeter V Paul

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Citations

Sep 8, 2010·Journal of Deaf Studies and Deaf Education·Rachel F Narr, Stephanie W Cawthon
Nov 13, 2010·Journal of Deaf Studies and Deaf Education·Rachel I MayberryAmy M Lieberman
Mar 14, 2012·Journal of Deaf Studies and Deaf Education·Daniel DaigleElisabeth Demont
Jan 11, 2013·Journal of Deaf Studies and Deaf Education·Elizabeth M MillerSusan R Easterbrooks
Nov 19, 2009·Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition·Mary RudnerJerker Ronnberg
Feb 28, 2017·Journal of Speech, Language, and Hearing Research : JSLHR·Margaret HarrisFiona E Kyle
Apr 21, 2017·Journal of Deaf Studies and Deaf Education·Margaret HarrisFiona Elizabeth Kyle
Sep 30, 2017·Journal of Deaf Studies and Deaf Education·Beverly J Trezek

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