The Effect Phonics-based Early Reading Intervention Has on Language for Preschool Children who are Deaf Or Hard of Hearing PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effect Phonics-based Early Reading Intervention Has on Language for Preschool Children who are Deaf Or Hard of Hearing PDF full book. Access full book title The Effect Phonics-based Early Reading Intervention Has on Language for Preschool Children who are Deaf Or Hard of Hearing by Caitlyn Duckworth. Download full books in PDF and EPUB format.
Author: Caitlyn Duckworth Publisher: ISBN: Category : Communicative competence in children Languages : en Pages : 142
Book Description
The purpose of this study was to investigate the impact of a combination of reading instruction on the language development of three preschool students, ages 3-5, who have hearing loss. Intervention was implemented in two forms for nine months. Group intervention was implemented by multiple interventionists through instruction based on the Reading Mastery I curriculum while using Visual Phonics as a supporting reading instruction tool. Individual intervention was implemented by the researcher in a one-on-one setting, for ten to twenty minutes once a week, focused on lessons from the Early Reading Tutor (ERT) program. Language samples were randomly collected once a month for each student during group and individual settings. The Cottage Acquisition Scales of Listening Language and Speech (CASLLS) assessment was used to analyze each language sample. A Mean Length of Utterance (MLU) calculation was also completed for each language sample and analyzed. Results indicate that each participant's language development improved over the nine-month period at a similar rate. This study found that a combination of reading instruction may have positively impacted the three participants' language development over the nine-month intervention.
Author: Caitlyn Duckworth Publisher: ISBN: Category : Communicative competence in children Languages : en Pages : 142
Book Description
The purpose of this study was to investigate the impact of a combination of reading instruction on the language development of three preschool students, ages 3-5, who have hearing loss. Intervention was implemented in two forms for nine months. Group intervention was implemented by multiple interventionists through instruction based on the Reading Mastery I curriculum while using Visual Phonics as a supporting reading instruction tool. Individual intervention was implemented by the researcher in a one-on-one setting, for ten to twenty minutes once a week, focused on lessons from the Early Reading Tutor (ERT) program. Language samples were randomly collected once a month for each student during group and individual settings. The Cottage Acquisition Scales of Listening Language and Speech (CASLLS) assessment was used to analyze each language sample. A Mean Length of Utterance (MLU) calculation was also completed for each language sample and analyzed. Results indicate that each participant's language development improved over the nine-month period at a similar rate. This study found that a combination of reading instruction may have positively impacted the three participants' language development over the nine-month intervention.
Author: Heather Spychala Publisher: ISBN: Category : Deaf Languages : en Pages : 104
Book Description
The purpose of this study was to investigate the effectiveness of Visual Phonics cues used with direct phonics instruction on increasing reading readiness, phonics, and phonological awareness skills of four preschool students who were deaf or hard of hearing ages 3-4. Group intervention was delivered through a daily lesson from the Reading Mastery I curriculum. Individual instruction was delivered through weekly lessons from the Early Reading Tutor. The study followed intervention across one and one-half years with assessment given pre, mid, and post intervention. The assessments used were the Test of Preschool Early Language (TOPEL) and the Phonological Awareness Literacy Screening (PALS). Participants' progress was also monitored through bi-weekly Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Initial Sound Fluency assessment. Results indicated that the early reading skills of children who received a combination of instruction consisting of Visual Phonics, Early Reading Tutor, and Reading Mastery I did improve.
Author: Connie Mayer Publisher: Oxford University Press ISBN: 0190260998 Category : Psychology Languages : en Pages : 201
Book Description
There is a robust body of knowledge suggesting that early language and literacy experiences significantly impact on future academic achievement. In contrast, relatively little has been written with respect to the early literacy development and experiences of deaf children. In Early Literacy Development in Deaf Children, Connie Mayer and Beverly J. Trezek seek to fill this gap by providing an in-depth exploration of how young deaf children learn to read and write, identifying the foundational knowledge, abilities, and skills that are fundamental to this process. They provide an overview of the latest research and present a model of early literacy development to guide their discussion on topics such as teaching reading and writing, curriculum and interventions, bilingualism, and assessment. Throughout, they concentrate on the ways in which young learners with hearing loss are similar to, or different from, their hearing age peers and the consequent implications for research and practice. Their discussion is wide-reaching, as they focus on children from various cultural and linguistic backgrounds, those with additional disabilities and hearing losses ranging from mild to profound, and those using a range of communication modalities and amplification technologies, including cochlear implants. With the implementation of Universal Newborn Hearing Screening and advancements in hearing technologies that have heightened both the emphasis on literacy development in the early years and the importance of these years in the ultimate development of age-appropriate reading and reading outcomes, this timely text addresses a topic that has thus far eluded the field.
Author: Susan R. Easterbrooks Publisher: Oxford University Press ISBN: 0197508278 Category : Psychology Languages : en Pages : 584
Book Description
The Oxford Handbook of Deaf Studies in Literacy brings together state-of-the-art research on literacy learning among deaf and hard of hearing learners (DHH). With contributions from experts in the field, this volume covers topics such as the importance of language and cognition, phonological or orthographic awareness, morphosyntactic and vocabulary understanding, reading comprehension and classroom engagement, written language, and learning among challenged populations. Avoiding sweeping generalizations about DHH readers that overlook varied experiences, this volume takes a nuanced approach, providing readers with the research to help DHH students gain competence in reading comprehension.
Author: Stephanie Cawthon Publisher: Oxford University Press ISBN: 0190455667 Category : Psychology Languages : en Pages : 425
Book Description
Edited by Stephanie W. Cawthon and Carrie Lou Garberoglio, Research in Deaf Education: Contexts, Challenges, and Considerations is a showcase of insight and experience from a seasoned group of researchers across the field of deaf education. Research in Deaf Education begins with foundational chapters in research design, history, researcher positionality, community engagement, and ethics to ground the reader within the context of research in the field. Here, the reader will be motivated to consider significant contemporary issues within deaf education, including the relevance of theoretical frameworks and the responsibility of deaf researchers in the design and implementation of research in the field. As the volume progresses, contributing authors explore scientific research methodologies such as survey design, single case design, intervention design, secondary data analysis, and action research at large. In doing so, these chapters provide solid examples as to how the issues raised in the earlier groundwork of the book play out in diverse orientations within deaf education, including both quantitative and qualitative research approaches. Designed to help guide researchers from the germ of their idea through seeing their work publish, Research in Deaf Education offers readers a comprehensive understanding of the critical issues behind the decisions that go into this rigorous and important research for the community at hand.
Author: Peter V. Paul Publisher: MDPI ISBN: 3039281240 Category : Social Science Languages : en Pages : 200
Book Description
A significant number of d/Deaf and hard of hearing (d/Dhh) children and adolescents experience challenges in acquiring a functional level of English language and literacy skills in the United States (and elsewhere). To provide an understanding of this issue, this book explores the theoretical underpinnings and synthesizes major research findings. It also covers critical controversial areas such as the use of assistive hearing devices, language, and literacy assessments, and inclusion. Although the targeted population is children and adolescents who are d/Dhh, contributors found it necessary to apply our understanding of the development of English in other populations of struggling readers and writers such as children with language or literacy disabilities and those for whom English is not the home language. Collectively, this information should assist scholars in conducting further research and enable educators to develop general instructional guidelines and strategies to improve the language and literacy levels of d/Dhh students. It is clear that there is not a ‘one-size-fits-all’ concept, but, rather, research and instruction should be differentiated to meet the needs of d/Dhh students. It is our hope that this book stimulates further theorizing and research and, most importantly, offers evidence- and reason-based practices for improving language and literacy abilities of d/Dhh students.
Author: Welling Publisher: Jones & Bartlett Learning ISBN: 1284105989 Category : Medical Languages : en Pages : 535
Book Description
Fundamentals of Audiology for the Speech-Language Pathologist, Second Edition is specifically written for the speech-language pathologist working with hearing impaired populations. This accessible text incorporates the expertise of audiologists along with the knowledge and experience of speech-language pathologists. The theories and training of both disciplines are combined in order to facilitate the practical application of foundational audiological information into speech-language pathology practice.
Author: Deborah R. Welling Publisher: Jones & Bartlett Learning ISBN: 1284259110 Category : Medical Languages : en Pages : 612
Book Description
Fundamentals of Audiology for the Speech-Language Pathologist, Third Edition is specifically written to provide the speech language pathologist with a knowledge base to work with individuals who are hard of hearing, deaf and diagnosed with (central) auditory processing disorder. Serving as a guide to the management of hearing loss, this unique resource presents basic audiological concepts in a clear, concise, easy to understand format, eliminating extensive technical jargon. This comprehensive text covers various types and degrees of hearing loss and the resulting auditory, speech, and language difficulties. Moving away from an exclusively diagnostic format of audiology practices, this text also focuses on the rehabilitative aspects of hearing loss and empowering students to collaborate with audiologists throughout their career. Unlike other texts, Fundamentals of Audiology for the Speech-Language Pathologist, Third Edition presents detailed information on all audiometric testing proce
Author: Caitlyn Duckworth
Author: Caitlyn Duckworth
Author: Heather Spychala
Author: Connie Mayer
Author: Susan R. Easterbrooks
Author: Stephanie Cawthon
Author: Peter V. Paul
Author: Welling
Author: Deborah R. Welling
Author: Bonnie B. Armbruster
Author: Plural Publishing, Incorporated