The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing

Autor/inn/en	Wang, Ye; Trezek, Beverly J.; Luckner, John L.; Paul, Peter V.
Titel	The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing
Quelle	In: American Annals of the Deaf, 153 (2008) 4, S.396-407 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Feedback (Response); Cued Speech; Phonics; Phonology; Role; Partial Hearing; Deafness; Reading Instruction; Articulation (Speech); Intervention; Teaching Methods; Visual Aids + Suchen Sie Ihr Suchwort? Fonologie; Rollen; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10