Further Evidence of the Effectiveness of Phonological Instruction with Oral-Deaf Readers.

Caroline Guardino, Susan M. Syverud, Amy Joyner, Heather Nicols, Sarah King

Research output: Contribution to journalArticlepeer-review

Abstract

The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983) was used with an oral-deaf child. Given these results, Syverud and Guardino were asked to replicate the procedures with additional struggling readers. A multiple case study design was implemented for a period of 10 weeks. Tests of nonsense words were administered to monitor weekly progress in phonological decoding. Intervention journals were completed for each tutoring session to provide qualitative information. Although the results were mixed, all 6 participants showed gains in phonological decoding skills. Suggestions for both practitioners and researchers are offered.
Original languageAmerican English
Pages (from-to)562-568
Number of pages7
JournalAmerican Annals of the Deaf
Volume155
Issue number5
DOIs
StatePublished - 2011

Keywords

  • Case Studies
  • Children
  • Children & Youth
  • Curriculum
  • Deaf children
  • Special Education
  • Educational Measurement
  • Elementary school students

Disciplines

  • Psychology
  • Curriculum and Instruction

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