A Syllable Segmentation, Letter-Sound, and Initial-Sound Intervention With Students Who Are Deaf or Hard of Hearing and Use Sign Language

This study investigated children’s acquisition of three aspects of an early literacy curriculum, Foundations for Literacy (Foundations), designed specifically for prekindergarten students who are deaf or hard of hearing (DHH): syllable segmentation, identification of letter-sound correspondences, an...

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Bibliographic Details
Published in:The Journal of special education 2015-02, Vol.48 (4), p.279-289
Main Authors: Tucci, Stacey L., Easterbrooks, Susan R.
Format: Article
Language:English
Subjects:
Curricula
Deafness
Educational evaluation
Fidelity
Hearing loss
Manipulative Materials
Partial Hearing
Phoneme Grapheme Correspondence
Phonemics
Phonetics
Phonics
Phonology
Predictor Variables
Preschool Children
Sign Language
Syllables
Validity
Visual Stimuli
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Summary:This study investigated children’s acquisition of three aspects of an early literacy curriculum, Foundations for Literacy (Foundations), designed specifically for prekindergarten students who are deaf or hard of hearing (DHH): syllable segmentation, identification of letter-sound correspondences, and initial-sound identification. Three prekindergarten students with hearing loss, who used some form of signed communication, participated in this multiple baselines across content design study. Phonological and phonics activities are embedded within the Foundations curriculum, which is built around strong visual manipulatives to provide access to phonemic content. A Visual Phonics (VP) strategy was incorporated into two of the three targeted outcomes. Results indicated that the signing DHH students in this study were able to learn syllable segmentation, letter-sound correspondences, and initial sounds.
ISSN:0022-4669
1538-4764
DOI:10.1177/0022466913504462