THE EFFECTIVENESS OF A PHONICS-BASED EARLY INTERVENTION FOR DEAF AND HARD OF HEARING PRESCHOOL CHILDREN AND ITS POSSIBLE IMPACT ON READING SKILLS IN ELEMENTARY SCHOOL: A CASE STUDY.
The study explored the effects of a phonics-based early intervention package on the early reading skills of three preschool students who were d/Deaf or hard of hearing who differed in regard to degree of hearing loss, use of amplification, and communication mode. The 40-week intervention (50-week in...
| Publicado en: | American Annals of the Deaf Vol. 158; no. 2; pp. 107 - 121 |
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| Autores principales: | , , , |
| Formato: | case study research tables/charts Journal Article |
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American Annals of the Deaf
Reference2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107957463&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107957463 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Reference2013 vid: 158 iid: 2 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 107957463 89080850 10.1353/aad.2013.0021 NLM23967767 107957463 ppf: 107 ppct: 14 formats: fmt: @attributes: type: P tig: atl: THE EFFECTIVENESS OF A PHONICS-BASED EARLY INTERVENTION FOR DEAF AND HARD OF HEARING PRESCHOOL CHILDREN AND ITS POSSIBLE IMPACT ON READING SKILLS IN ELEMENTARY SCHOOL: A CASE STUDY. aug: au: Ye Wang Spychala, Heather Harris, Regina S. Oetting, Tara L. affil: ASSOCIATE PROFESSOR, PROGRAM COORDINATOR, EDUCATION OF THE DEAF AND HARD OF HEARING PROGRAM, DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS, MISSOURI STATE UNIVERSITY, SPRINGFIELD sug: subj: Early Childhood Intervention Hearing Disorders Diagnosis Outcomes of Education Phonetics Education Teaching Methods Human Child, Preschool Case Studies Severity of Disability Communication Aids for Persons with Disabilities Classification Pretest-Posttest Design Repeated Measures Prospective Studies Skill Retention Reading Memory, Short Term Group Processes Descriptive Statistics Pictorial Methods Multimethod Studies Language Tests Child, Preschool: 2-5 years ab: The study explored the effects of a phonics-based early intervention package on the early reading skills of three preschool students who were d/Deaf or hard of hearing who differed in regard to degree of hearing loss, use of amplification, and communication mode. The 40-week intervention (50-week in one case) was delivered through individual and group phonics-based instruction supplemented by Visual Phonics in a language- enriched preschool classroom. Standardized assessments were conducted before, during, and after the intervention. Along with some additional assessments, the same assessments were conducted in early elementary school. The results showed that all participants demonstrated at least some use of phonemic awareness and phonics skills when they were explicitly trained, and that these skills were sustained in early elementary school. Furthermore, all participants exhibited overall reading levels at or above age level when measured in early elementary school. pubtype: Academic Journal doctype: case study research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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