Building the Alphabetic Principle in Young Children Who Are Deaf or Hard of Hearing

Autor/inn/en	Bergeron, Jessica Page; Lederberg, Amy R.; Easterbrooks, Susan R.; Miller, Elizabeth Malone; Connor, Carol McDonald
Titel	Building the Alphabetic Principle in Young Children Who Are Deaf or Hard of Hearing
Quelle	In: Volta Review, 109 (2009) 2-3, S.87-119 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-8639
Schlagwörter	Early Intervention; Phonemes; Semantics; Graphemes; Hearing Impairments; Deafness; Young Children; Auditory Perception; Reading Instruction; Phoneme Grapheme Correspondence; Skill Development; Language Acquisition; Alphabets; Oral Communication Method; Sign Language + Suchen Sie Ihr Suchwort? Fonem; Semantik; Hearing impairment; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Frühe Kindheit; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Leseunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Sprachaneignung; Spracherwerb; Buchstabenschrift; Oral communication; Mündliche Kommunikation; Gebärdensprache
Abstract	Acquisition of phoneme-grapheme correspondences, a key concept of the alphabetic principle, was examined in young children who are deaf or hard of hearing (DHH) using a semantic association strategy embedded in two interventions, the Children's Early Intervention and Foundations for Literacy. Single-subject design experiments using multiple baselines across content were used to examine the functional relationship between student outcomes and the intervention provided. Only students who were able to identify spoken words were included in the studies. Study One was conducted with 5 children 3.10-7.10 years of age in oral or signing programs. Study Two was conducted with 5 children 3.10-4.5 years of age in an oral program. All children acquired taught phoneme-grapheme correspondences. These findings provide much-needed evidence that children who are DHH and who have some speech perception abilities can learn critical phoneme-grapheme correspondences through explicit auditory skill instruction with language and visual support. (Contains 8 tables and 2 figures.) (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: http://www.agbell.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10