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Kart, Ayse N. – Communication Disorders Quarterly, 2022
Visual Phonics is a multisensory teaching tool that has the potential to improve reading outcomes. The purpose of this systematic review is to examine studies on Visual Phonics to provide a comprehensive understanding of the effects on code-related skills. Thirteen studies met the inclusion criteria. The results demonstrate that Visual Phonics can…
Descriptors: Literature Reviews, Visual Aids, Phonics, Teaching Methods
Chilton, Helen; Beazley, Sarah M. – Communication Disorders Quarterly, 2018
In literature which discusses the Theory of Mind (ToM) of deaf children, the lens is usually focused on the child. Here, the lens is directed toward the practitioners and the potential they have to support the development of ToM. In considering a practice-focused approach, we report on the strategies used by five educators of five deaf children…
Descriptors: Fiction, Theory of Mind, Deafness, Hearing Impairments
Guardino, Caroline; Cannon, Joanna E.; Eberst, Kimberley – Communication Disorders Quarterly, 2014
Nearly 25% of Deaf and Hard of Hearing (DHH) students come from homes where a language other than English is used and are known as English-Language Learners (ELLs). Evidence-based practices used to teach students who are DHH ELLs are imperative. To build an evidence-base, successful strategies must be examined across multiple researchers, sites,…
Descriptors: Deafness, English Language Learners, Reading Instruction, Reading Strategies
Donne, Vicki J.; Zigmond, Naomi – Communication Disorders Quarterly, 2008
An observational study of reading instruction, using the MS-CISSAR protocol, was conducted in general education classrooms, resource classrooms, and self-contained special education/deaf education classrooms in Grades 1 through 4 in public schools within the tri-state area of Ohio, Pennsylvania, and West Virginia. Participants were 24 students who…
Descriptors: Public Schools, Partial Hearing, Deafness, Grade 1
Miller, Kevin J. – Communication Disorders Quarterly, 2008
Self-contained classrooms and resource rooms have been an important component of the continuum of placements available to students who are deaf or hard of hearing. However, these specialized classrooms have been closing in recent years. A variety of factors are contributing to this, most notably the impact of cochlear implants. This article…
Descriptors: Resource Room Programs, Partial Hearing, Deafness, Self Contained Classrooms