"Foundations for Literacy": A Research-Based Early Reading Program That Improves Outcomes for Children Who Are Deaf and Hard of Hearing

Autor/inn/en	Lederberg, Amy R.; Easterbrooks, Susan R.; Tucci, Stacey L.
Titel	"Foundations for Literacy": A Research-Based Early Reading Program That Improves Outcomes for Children Who Are Deaf and Hard of Hearing
Quelle	In: Volta Review, 122 (2022) 1, S.31-47 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-8639
Schlagwörter	Deafness; Hearing Impairments; Children; Reading Comprehension; Reading Skills; Reading Strategies; Basic Skills; Teaching Methods; Intervention; Early Childhood Education; Phonological Awareness; Beginning Reading; Phoneme Grapheme Correspondence; Vocabulary Skills; Instructional Design + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Child; Kind; Kinder; Leseverstehen; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Basic skill; Grundfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erstleseunterricht; Aktiver Wortschatz; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	One avenue for improving reading outcomes is to ensure children who are deaf or hard of hearing (DHH) enter school with the foundational skills needed to learn to read. Our research team developed an early literacy curriculum specifically for DHH children. Teachers use Foundations for Literacy (FFL) in a one-hour literacy block for the school year. Student learning objectives include improving spoken phonological awareness, alphabetic knowledge, word reading, vocabulary, and narrative. FFL is more systematic, and its instruction is more explicit, multi-modal, and intensive than might be used with children who have typical hearing. Much of the instruction is embedded in language-rich activities. Differentiation of instruction to the wide variation of language and phonological processing skills observed for children who are DHH is integral to the design. Results from multiple studies, including a randomized-control trial, indicates that FFL is an effective intervention for young DHH students. (As Provided).
Anmerkungen	Alexander Graham Bell Association for the Deaf and Hard of Hearing. 3417 Volta Place NW, Washington, DC 20007. Tel: 202-337-5220; Fax: 202-337-8314; e-mail: periodicals@agbell.org; Web site: https://www.agbell.org/Advocacy/Volta-Review
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01