Title
The role of phonology and phonologically related skills in reading instruction for students who are deaf or hard of hearing
Abstract
The Article challenges educators to rethink reading instruction practices for students who are deaf or hard of hearing. The authors begin with a discussion of the role of phonology in reading, then summarize the evidence of phonological coding among skilled deaf readers and investigate alternative routes for acquiring phonologically related skills such as the use of speechreading, articulatory feedback, Visual Phonics, and Cued Speech. Finally, they present recent intervention studies and proposed procedures to employ phonics-based instruction with students who are deaf or hard of hearing. The authors conclude with the assertion that the teaching of phonologically related skills by means of instructional tools such as Visual Phonics and Cued Speech can and should be incorporated into reading instruction for students who are deaf or hard of hearing. The authors recommend additional research in this important area.
Department(s)
Communication Sciences and Disorders
Document Type
Article
DOI
https://doi.org/10.1353/aad.0.0061
Publication Date
1-1-2008
Recommended Citation
Wang, Ye, Beverly J. Trezek, John L. Luckner, and Peter V. Paul. "The role of phonology and phonologically related skills in reading instruction for students who are deaf or hard of hearing." American Annals of the Deaf 153, no. 4 (2008): 396-407.
Journal Title
American Annals of the Deaf
