Date of Graduation
Spring 2015
Degree
Master of Science in Communication Sciences and Disorders
Department
Communication Sciences and Disorders
Committee Chair
Letitia White
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.
Keywords
hearing loss, phonics, phonological awareness, preschool, literacy, language
Subject Categories
Communication Sciences and Disorders
Copyright
© Caitlyn Cheyenne Duckworth
Recommended Citation
Duckworth, Caitlyn Cheyenne, "The Effect Phonics-Based Early Reading Intervention Has on Language For Preschool Children Who Are Deaf Or Hard of Hearing" (2015). MSU Graduate Theses/Dissertations. 2936.
https://bearworks.missouristate.edu/theses/2936
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