Visual Phonics: An English Code Buster?

Visual Phonics is an instructional program to provide print awareness, alphabet knowledge, and sound-letter correspondence for children with hearing loss who experience difficulty developing a foundation of phonemic awareness skills. Its purpose is “to clarify the sound symbol relationship between s...

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Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 2006, Vol.151 (4), p.452-457
Main Authors: Woolsey, M. Lynn, Satterfield, Susan T., Roberson, Len
Format: Article
Language:English
Subjects:
Administrators
Allied Health Personnel
Art teachers
Aural learning
Awareness
California
Child Health
Children
Children & youth
Communication Methods, Total
Cued Speech
Cues
Deaf education
Deafness
Education of Hearing Disabled
English language
FEATURE ARTICLES
Florida
Grapheme phoneme correspondence
Hard of Hearing
Hearing disorders
Hearing loss
Humans
Learning
Partial Hearing
Persons With Hearing Impairments - rehabilitation
Phonemes
Phonemics
Phonetics
Phonics
Phonological awareness
Print awareness
Reading
Reading achievement
Reading Improvement
Reading Instruction
Reading Programs
Research - trends
Sign language
Smith, B
Sound
Speech Language Pathology
Speech-language pathologists
Spelling
Teacher Educators
Teachers
Visual Aids
Citations: Items that cite this one
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Description
Summary:Visual Phonics is an instructional program to provide print awareness, alphabet knowledge, and sound-letter correspondence for children with hearing loss who experience difficulty developing a foundation of phonemic awareness skills. Its purpose is “to clarify the sound symbol relationship between spoken English and print” (Waddy-Smith & Wilson, 2003, p. 15). It is implemented in numerous school districts, particularly in California and Florida, and can be learned in a 2-day workshop. Administrators, teachers, and speech pathologists see potential benefit in using Visual Phonics to help students with hearing loss raise their achievement scores in reading and spelling. However, it is critical to note that Visual Phonics has virtually no research base. Researchers, teachers, and speech pathologists are called upon to collect their data and begin research on the effectiveness of Visual Phonics. This is a case in which the research-to-practice gap must be closed.
ISSN:0002-726X
1543-0375
1543-0375
DOI:10.1353/aad.2006.0049