ERIC Number: EJ826423
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 78
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.
American Annals of the Deaf, v153 n4 p396-407 Fall 2008
The article challenges educators to rethink reading instruction practices for students who are deaf or hard of hearing. The authors begin with a discussion of the role of phonology in reading, then summarize the evidence of phonological coding among skilled deaf readers and investigate alternative routes for acquiring phonologically related skills such as the use of speechreading, articulatory feedback, Visual Phonics, and Cued Speech. Finally, they present recent intervention studies and proposed procedures to employ phonics-based instruction with students who are deaf or hard of hearing. The authors conclude with the assertion that the teaching of phonologically related skills by means of instructional tools such as Visual Phonics and Cued Speech can and should be incorporated into reading instruction for students who are deaf or hard of hearing. The authors recommend additional research in this important area.
Descriptors: Feedback (Response), Cued Speech, Phonics, Phonology, Role, Partial Hearing, Deafness, Reading Instruction, Articulation (Speech), Intervention, Teaching Methods, Visual Aids
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A