title: Phonology and reading: a response to Wang, Trezek, Luckner, and Paul.
abstract: Four critical responses to an article, "The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing" (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the "necessary" condition of phonological awareness for the development of reading skills among deaf readers. Research findings (not cited by Wang and colleagues) are pointed out that reveal weak correlations between phonemic awareness and reading comprehension, and stronger correlations between other variables such as overall language skill and early exposure to a visual language.
authors.affiliation: The Science of Learning Center on Visual Language and Visual Learning, Gallaudet University, Washington, DC, USA.
authors.forename: Thomas E
authors.initials: TE
authors.lastname: Allen
authors.forename: M Diane
authors.initials: MD
authors.lastname: Clark
authors.forename: Alex
authors.initials: A
authors.lastname: del Giudice
authors.forename: Daniel
authors.initials: D
authors.lastname: Koo
authors.forename: Amy
authors.initials: A
authors.lastname: Lieberman
authors.forename: Rachel
authors.initials: R
authors.lastname: Mayberry
authors.forename: Paul
authors.initials: P
authors.lastname: Miller
mesh_terms: D000293:Adolescent; D001364:Awareness; D002648:Child; D032882:Comprehension; D012048:Correction of Hearing Impairment; D003463:Cues; D003479:Curriculum; D003638:Deafness / Q000534:rehabilitation*; D060345:Education of Persons with Hearing Disabilities; D004519:Education, Special; D004521:Educational Measurement; D004522:Educational Status; D006801:Humans; D008085:Lipreading; D010700:Phonetics; D011932:Reading; D013334:Students; D014796:Visual Perception