"Foundations for Literacy": An Early Literacy Intervention for Deaf and Hard-of-Hearing Children

Autor/inn/en	Lederberg, Amy R.; Miller, Elizabeth M.; Easterbrooks, Susan R.; Connor, Carol McDonald
Titel	"Foundations for Literacy": An Early Literacy Intervention for Deaf and Hard-of-Hearing Children
Quelle	In: Journal of Deaf Studies and Deaf Education, 19 (2014) 4, S.438-455 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enu022
Schlagwörter	Deafness; Partial Hearing; Children; Control Groups; Experimental Groups; Comparative Analysis; Sign Language; Intervention; Assistive Technology; Phonological Awareness; Expressive Language; Scores; Quasiexperimental Design; Phonics; Phoneme Grapheme Correspondence; Vocabulary Skills; Language Tests; Literacy + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hörbehinderung; Child; Kind; Kinder; Gebärdensprache; Aktiver Wortschatz; Language test; Sprachtest; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented "Foundations for Literacy" with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used sign with and without spoken language. A "business as usual" comparison group included 33 DHH children who were matched on key characteristics with the intervention children but attended schools that did not implement "Foundations for Literacy." Children's hearing losses ranged from moderate to profound. Approximately half of the children had cochlear implants. All children had sufficient speech perception skills to identify referents of spoken words from closed sets of items. Teachers taught small groups of intervention children an hour a day, 4 days a week for the school year. From fall to spring, intervention children made significantly greater gains on tests of phonological awareness, letter-sound knowledge, and expressive vocabulary than did comparison children. In addition, intervention children showed significant increases in standard scores (based on hearing norms) on phonological awareness and vocabulary tests. This quasi-experimental study suggests that the intervention shows promise for improving early literacy skills of DHH children with functional hearing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10