Abstract
Nearly 25% of Deaf and Hard of Hearing (DHH) students come from homes where a language other than English is used and are known as English-Language Learners (ELLs). Evidence-based practices used to teach students who are DHH ELLs are imperative. To build an evidence-base, successful strategies must be examined across multiple researchers, sites, and participants. This research is a replication of an effective reading strategy; teaching vocabulary using repeated preteaching sessions paired with viewing American Sign Language books on DVD. Five participants with severe to profound hearing loss participated in this multiple-baseline design (ABC) across three sets of five vocabulary words study. Results indicated that after three sessions of preteaching and viewing the DVD, the majority of participants signed correctly 90% to 100% of the targeted vocabulary. Maintenance data were collected 1 to 5 weeks following the intervention. Implications for practitioners and researchers are discussed.
Original language | American English |
---|---|
Pages (from-to) | 59-73 |
Number of pages | 14 |
Journal | Communication Disorders Quarterly |
Volume | 35 |
Issue number | 2 |
DOIs | |
State | Published - Feb 2014 |
Keywords
- deaf and hard of hearing
- English-language learners
- literacy
- strategies
- evidence-based research
- replication
- single-case design
Disciplines
- Medical Education
- Developmental Psychology
- Psychology
- Linguistics