Date of Graduation
Spring 2009
Degree
Master of Science in Communication Sciences and Disorders
Department
Communication Sciences and Disorders
Committee Chair
Julie Masterson
Abstract
The multilinguistic model highlights children's use of linguistic components (phonological awareness, orthographic knowledge, semantic knowledge, morphological knowledge, and storage of mental orthographic images) in word-level reading and spelling across developmental stages. Spell-Links (Wasowicz, Apel, Masterson, & Whitney, 2004) is an intervention program based on the multilinguistic model that provides detailed instruction for developing appropriate literacy skills needed by an individual. Visual phonics is a program of instruction that utilizes visual, tactile, and kinesthetic input as a means for simplifying the connection between English and print at the phoneme and word level for children who are deaf and hard of hearing (Trezek & Wang, 2006). The purpose of this thesis was to determine whether visual phonics (Trazek & Wang, 2006) could be integrated into intervention based on Masterson and Apel's multilinguistic model (2007). Spell-Links protocols were selected and strategies for incorporating visual phonics were developed. It was determined that this integration is possible.
Keywords
literacy development, multilinguistic model, visual phonics, children who are deaf and hard of hearing, phonological awareness, orthographic knowledge, morphological knowledge, mental orthographic images
Subject Categories
Communication Sciences and Disorders
Copyright
© Emilee Caroline Turner
Recommended Citation
Turner, Emilee Caroline, "Combining the Multilinguistic Literacy Model and Visual Phonics for Intervention for Children Who Are Deaf" (2009). MSU Graduate Theses/Dissertations. 2794.
https://bearworks.missouristate.edu/theses/2794
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