Grapheme-Phoneme Acquisition of Deaf Preschoolers

Autor/inn/en	Beal-Alvarez, Jennifer S.; Lederberg, Amy R.; Easterbrooks, Susan R.
Titel	Grapheme-Phoneme Acquisition of Deaf Preschoolers
Quelle	In: Journal of Deaf Studies and Deaf Education, 17 (2012) 1, S.39-60 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enr030
Schlagwörter	Phoneme Grapheme Correspondence; Deafness; Hearing Impairments; Preschool Children; Language Acquisition; Sign Language; Receptive Language; Speech; Perception; Phonics; Mnemonics; Visual Aids; Word Recognition + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Gebärdensprache; Rezeptive Kommunikationsfähigkeit; Speaking; Sprechen; Wahrnehmung; Mnemotechnik; Anschauungsmaterial; Worterkennung
Abstract	We examined acquisition of grapheme-phoneme correspondences by 4 deaf and hard-of-hearing preschoolers using instruction from a curriculum designed specifically for this population supplemented by Visual Phonics. Learning was documented through a multiple baseline across content design as well as descriptive analyses. Preschoolers who used sign language and had average to low-average receptive vocabulary skills and varied speech perception skills acquired all correspondences after instruction. They were also able to use that knowledge while reading words. On a posttest, the children were able to decode graphemes into corresponding phonemes and identified about half of the words that were included during instruction. However, they did not identify any novel words. Descriptive analyses suggest that the children used Visual Phonics as an effective mnemonic device to recall correspondences and that deaf and hard-of-hearing preschoolers, even those with no speech perception abilities, benefited from explicit instruction in the grapheme-phoneme relationship using multimodality support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10