Date of Graduation

Spring 2011

Degree

Master of Science in Communication Sciences and Disorders

Department

Communication Sciences and Disorders

Committee Chair

Ye Wang

Keywords

early reading skills, phonological awareness, visual phonics, phonics based curriculum, preschool

Subject Categories

Communication Sciences and Disorders

Abstract

The purpose of this study was to investigate the effectiveness of Visual Phonics cues used with direct phonics instruction on increasing reading readiness, phonics, and phonological awareness skills of four preschool students who were deaf or hard of hearing ages 3-4. Group intervention was delivered through a daily lesson from the Reading Mastery I curriculum. Individual instruction was delivered through weekly lessons from the Early Reading Tutor. The study followed intervention across one and one-half years with assessment given pre, mid, and post intervention. The assessments used were the Test of Preschool Early Language (TOPEL) and the Phonological Awareness Literacy Screening (PALS). Participants' progress was also monitored through bi-weekly Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Initial Sound Fluency assessment. Results indicated that the early reading skills of children who received a combination of instruction consisting of Visual Phonics, Early Reading Tutor, and Reading Mastery I did improve.

Copyright

© Heather L. Spychala

Campus Only

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