Phonology and Reading: A Response to Wang, Trezek, Luckner, and Paul

Autor/inn/en	Allen, Thomas E.; Clark, M. Diane; del Giudice, Alex; Koo, Daniel; Lieberman, Amy; Mayberry, Rachel; Millerd, Paul
Titel	Phonology and Reading: A Response to Wang, Trezek, Luckner, and Paul
Quelle	In: American Annals of the Deaf, 154 (2009) 4, S.338-345 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Stellungnahme; Reading Comprehension; Phonology; Partial Hearing; Deafness; Phonological Awareness; Phonemic Awareness; Reading Skills; Reading Instruction; Reading Difficulties; Language Acquisition; Visual Learning; Evaluation Methods; Feedback (Response) + Suchen Sie Ihr Suchwort? Leseverstehen; Fonologie; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Reading skill; Lesefertigkeit; Leseunterricht; Reading difficulty; Leseschwierigkeit; Sprachaneignung; Spracherwerb; Visual education; Visuelles Lernen
Abstract	Four critical responses to an article, "The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing" (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the "necessary" condition of phonological awareness for the development of reading skills among deaf readers. Research findings (not cited by Wang and colleagues) are pointed out that reveal weak correlations between phonemic awareness and reading comprehension, and stronger correlations between other variables such as overall language skill and early exposure to a visual language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10