Thesis Title

The Effect Phonics-Based Early Reading Intervention Has on Language For Preschool Children Who Are Deaf Or Hard of Hearing

Date of Graduation

Fall 2014

Degree

Master of Science in Communication Sciences and Disorders

Department

Communication Sciences and Disorders

Committee Chair

Letitia White

Keywords

hearing loss, phonics, phonological awareness, preschool, literacy, language

Subject Categories

Communication Sciences and Disorders

Abstract

The purpose of this study was to investigate the impact of a combination of reading instruction on the language development of three preschool students, ages 3-5, who have hearing loss. Intervention was implemented in two forms for nine months. Group intervention was implemented by multiple interventionists through instruction based on the Reading Mastery I curriculum while using Visual Phonics as a supporting reading instruction tool. Individual intervention by the researcher in a one-on-one setting, for ten to twenty minutes a once week, focused on lessons from the Early Reading Tutor (ERT) program. Language samples were randomly collected once a month for each student during group and individual settings.The Cottage Acquisition Scales of Listening Language and Speech (CASLLS) assessment was used to analyze each language sample. A Mean Length of Utterance (MLU) calculation was also completed for each language sample and analyzed. Results indicated that each participant's language development improved over the nine-month period at a similar rate. The study found that a combination of reading instruction may have positively impacted the three participant's language development over the nine-month intervention.

Copyright

© Caitlyn Cheyenne Duckworth

Citation-only

Open Access

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