Developing Sound Skills for Reading: Teaching Phonological Awareness to Preschoolers with Hearing Loss

Autor/inn/en	Gilliver, Megan; Cupples, Linda; Ching, Teresa Y. C.; Leigh, Greg; Gunnourie, Miriam
Titel	Developing Sound Skills for Reading: Teaching Phonological Awareness to Preschoolers with Hearing Loss
Quelle	In: Journal of Deaf Studies and Deaf Education, 21 (2016) 3, S.268-279 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enw004
Schlagwörter	Preschool Children; Hearing Impairments; Deafness; Intervention; Program Effectiveness; Phonological Awareness; Outcomes of Treatment; Research Design; Vocabulary Development; Reading Instruction; Rhyme; Phonemes; Vowels; Skill Development; Word Recognition; Reading Improvement + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hearing impairment; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Forschungsdesign; Wortschatzarbeit; Leseunterricht; Reim; Fonem; Kompetenzentwicklung; Qualifikationsentwicklung; Worterkennung
Abstract	This study evaluated the effectiveness of intervention for developing deaf and hard-of-hearing (DHH) preschoolers' phonological awareness (PA) skills. Thirty children (mean age 57 months) with aided, bilateral hearing loss (and who primarily communicated using spoken English) were recruited in the year prior to commencing formal schooling. The study used an experimental design with participants assigned to one of two intervention conditions--vocabulary instruction, or explicit PA instruction. Both intervention programs were based around items drawn from a common word set and presented over six short weekly sessions by a researcher using a computer tablet. Overall, participants showed greater knowledge of word items used in interventions and improved performance on rhyme-based PA skills following intervention. However, the PA group showed significantly greater improvement than the vocabulary group for both overall PA performance and for consonant-vowel-consonant blending. DHH children's order of PA skill development was also examined, with comparison to that shown for children without hearing loss. The results provide early encouraging evidence about the potential benefit of explicit PA instruction for this population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01