Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children

Autor/inn/en	Miller, Elizabeth M.; Lederberg, Amy R.; Easterbrooks, Susan R.
Titel	Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children
Quelle	In: Journal of Deaf Studies and Deaf Education, 18 (2013) 2, S.206-227 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/ens067
Schlagwörter	Language Skills; Teaching Methods; Syllables; Emergent Literacy; Phonological Awareness; Preschool Children; Oral Language; Deafness; Hearing Impairments; Speech Communication; Phonemes; Rhyme; Instructional Effectiveness; Communication Skills; Age Differences + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Silbe; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Oral interpretation; Mündlicher Sprachgebrauch; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Fonem; Reim; Unterrichtserfolg; Kommunikationsstil; Age; Difference; Age difference; Altersunterschied
Abstract	The goal of this study was to explore the development of spoken phonological awareness for deaf and hard-of-hearing children (DHH) with functional hearing (i.e., the ability to access spoken language through hearing). Teachers explicitly taught five preschoolers the phonological awareness skills of syllable segmentation, initial phoneme isolation, and rhyme discrimination in the context of a multifaceted emergent literacy intervention. Instruction occurred in settings where teachers used simultaneous communication or spoken language only. A multiple-baseline across skills design documented a functional relation between instruction and skill acquisition for those children who did not have the skills at baseline with one exception; one child did not meet criteria for syllable segmentation. These results were confirmed by changes on phonological awareness tests that were administered at the beginning and end of the school year. We found that DHH children who varied in primary communication mode, chronological age, and language ability all benefited from explicit instruction in phonological awareness. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10