title: Using visual phonics to supplement beginning reading instruction for students who are deaf or hard of hearing.
abstract: The purpose of the current study is to expand upon the effectiveness of using Visual Phonics in conjunction with Direct Instruction reading programs (B. J. Trezek & K. W. Malmgren, 2005; B. J. Trezek & Y. Wang, 2006) and to explore the results of utilizing Visual Phonics to supplement another phonics-based reading curriculum for students who are deaf or hard of hearing. Twenty students with various degrees of hearing loss in kindergarten and first grade as well as 4 teachers participated in the study. Results of the investigation reveal that, given 1 year of instruction from a phonics-based reading curriculum supplemented by Visual Phonics, kindergarten and first-grade students who are deaf or hard of hearing can demonstrate statistically significant improvements in beginning reading skills as measured by standardized assessments.
authors.affiliation: DePaul University, 2320 North Kenmore Avenue, Chicago, IL 60614, USA. btrezek@depaul.edu
authors.forename: Beverly J
authors.initials: BJ
authors.lastname: Trezek
authors.forename: Ye
authors.initials: Y
authors.lastname: Wang
authors.forename: Denyse G
authors.initials: DG
authors.lastname: Woods
authors.forename: Terri L
authors.initials: TL
authors.lastname: Gampp
authors.forename: Peter V
authors.initials: PV
authors.lastname: Paul
mesh_terms: D002648:Child; D002675:Child, Preschool; D003638:Deafness; D005260:Female; D006801:Humans; D008297:Male; D019986:Persons with Hearing Disabilities; D011932:Reading; D013060:Speech; D013334:Students; D014796:Visual Perception; D014825:Vocabulary