Using Visual Phonics to Supplement Beginning Reading Instruction for Students Who Are Deaf or Hard of Hearing
The purpose of the current study is to expand upon the effectiveness of using Visual Phonics in conjunction with Direct Instruction reading programs (B. J. Trezek & K. W. Malmgren, 2005; B. J. Trezek & Y. Wang, 2006) and to explore the results of utilizing Visual Phonics to supplement another phonics-based reading curriculum for students who are deaf or hard of hearing. Twenty students with various degrees of hearing loss in kindergarten and first grade as well as 4 teachers participated in the study. Results of the investigation reveal that, given 1 year of instruction from a phonics-based reading curriculum supplemented by Visual Phonics, kindergarten and first-grade students who are deaf or hard of hearing can demonstrate statistically significant improvements in beginning reading skills as measured by standardized assessments.
Communication Sciences and Disorders
Trezek, Beverly J., Ye Wang, Denyse G. Woods, Terri L. Gampp, and Peter V. Paul. "Using visual phonics to supplement beginning reading instruction for students who are deaf or hard of hearing." Journal of Deaf Studies and Deaf Education 12, no. 3 (2007): 373-384.