Title
Integrating Technology and Reading Instruction With Children Who Are Deaf or Hard of Hearing: The Effectiveness of the Cornerstones Project
Abstract
In a comparison between the Cornerstones approach—a literature-based, technology-infused literacy project—and an instructional method designated the Typical approach, a mixed-method design was used to answer three research questions: (a) Will children who are deaf or hard of hearing demonstrate differences in beginning reading skills as measured by three outcome variables: Identification of Words in Print (or Word Identification), Word Knowledge, and Story Comprehension? (b) Are there carryover effects from the Cornerstones approach to the use of the Typical approach in subsequent experiments? (c) What is the feasibility of using the Cornerstones approach for literacy instruction? There were significant differences between the Typical and Cornerstones approaches in Word Identification and Story Comprehension in Experiments 1 and 2, though none in Word Knowledge or Story Comprehension in Experiment 3. Teacher feedback provided some evidence for the feasibility of using Cornerstones in the classroom.
Department(s)
Communication Sciences and Disorders
Document Type
Article
DOI
https://doi.org/10.1353/aad.2011.0014
Publication Date
2011
Recommended Citation
Wang, Ye, and Peter V. Paul. "Integrating technology and reading instruction with children who are deaf or hard of hearing: The effectiveness of the Cornerstones Project." American Annals of the Deaf 156, no. 1 (2011): 56-68.
Journal Title
American Annals of the Deaf
