Phonology and reading: a response to Wang, Trezek, Luckner, and Paul.
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.
Allen
Thomas E
TE
The Science of Learning Center on Visual Language and Visual Learning, Gallaudet University, Washington, DC, USA.
Clark
M Diane
MD
del Giudice
Alex
A
Koo
Daniel
D
Lieberman
Amy
A
Mayberry
Rachel
R
Miller
Paul
P
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