NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ951308
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1081-4159
Grapheme-Phoneme Acquisition of Deaf Preschoolers
Beal-Alvarez, Jennifer S.; Lederberg, Amy R.; Easterbrooks, Susan R.
Journal of Deaf Studies and Deaf Education, v17 n1 p39-60 Win 2012
We examined acquisition of grapheme-phoneme correspondences by 4 deaf and hard-of-hearing preschoolers using instruction from a curriculum designed specifically for this population supplemented by Visual Phonics. Learning was documented through a multiple baseline across content design as well as descriptive analyses. Preschoolers who used sign language and had average to low-average receptive vocabulary skills and varied speech perception skills acquired all correspondences after instruction. They were also able to use that knowledge while reading words. On a posttest, the children were able to decode graphemes into corresponding phonemes and identified about half of the words that were included during instruction. However, they did not identify any novel words. Descriptive analyses suggest that the children used Visual Phonics as an effective mnemonic device to recall correspondences and that deaf and hard-of-hearing preschoolers, even those with no speech perception abilities, benefited from explicit instruction in the grapheme-phoneme relationship using multimodality support.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324E060035; R324A110101