ERIC Number: EJ1071351
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 52
The Effectiveness of a Phonics-Based Early Intervention for Deaf and Hard of Hearing Preschool Children and Its Possible Impact on Reading Skills in Elementary School: A Case Study
Wang, Ye; Spychala, Heather; Harris, Regina S.; Oetting, Tara L.
American Annals of the Deaf, v158 n2 p107-120 2013
The study explored the effects of a phonics-based early intervention package on the early reading skills of three preschool students who were d/Deaf or hard of hearing who differed in regard to degree of hearing loss, use of amplification, and communication mode. The 40-week intervention (50-week in one case) was delivered through individual and group phonics-based instruction supplemented by Visual Phonics in a language-enriched preschool classroom. Standardized assessments were conducted before, during, and after the intervention. Along with some additional assessments, the same assessments were conducted in early elementary school. The results showed that all participants demonstrated at least some use of phonemic awareness and phonics skills when they were explicitly trained, and that these skills were sustained in early elementary school. Furthermore, all participants exhibited overall reading levels at or above age level when measured in early elementary school.
Descriptors: Elementary School Students, Phonics, Early Intervention, Deafness, Hearing Impairments, Preschool Children, Intervention, Group Instruction, Visual Learning, Reading Tests, Phonemic Awareness, Individualized Reading, Emergent Literacy, Early Reading
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Preschool Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement