scholarly journals Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children

2013 ◽  
Vol 18 (2) ◽  
pp. 206-227 ◽  
Author(s):  
E. M. Miller ◽  
A. R. Lederberg ◽  
S. R. Easterbrooks
Keyword(s):  
Phonological Awareness ◽  
Hard Of Hearing ◽  
Explicit Instruction ◽  
Hearing Children

Library services and early literacy approaches in public libraries for deaf and hard of hearing children

2017 ◽  
Author(s):  
◽  
Bobbie Bushman
Keyword(s):  
Grounded Theory ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Hard Of Hearing ◽  
Reading Skills ◽  
Public Libraries ◽  
Library Services ◽  
Grounded Theory Research ◽  
Hearing Children ◽  
Theory Research

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Children's librarians are challenged to provide inclusive programming in today's public libraries. There is a current trend in public libraries to provide special needs programming for children. This dissertation focuses on library programming for deaf and hard of hearing (D/HoH) children who visit U.S. public libraries. The American Library Association (ALA) states that hearing children need to know six pre-reading skills to be ready to read; however, some of these pre-reading skills focus on singing or rhyming which is difficult for D/HoH children. Grounded theory is "a systematic, inductive, and comparative approach for conducting inquire for the purpose of constructing theory" (Bryant and Charmaz 2007). This grounded theory research studies the programs, services, and story times that are implemented and modified for D/HoH children in U.S. public libraries. This study began with sending out a recruitment script and questionnaire found in Appendix A and B, respectively, which reached nearly 500 medium to large sized U.S. public libraries. Fifteen participants volunteered to be interviewed, and eleven were interviewed. Interviews were analyzed using open and axial coding, which is typical in grounded theory. Preliminary data and a review of literature on literacy acquisition for D/HoH children suggested that D/HoH children do not progress in four of the pre-reading skills outlined in the ALA's early literacy program, Every Child Ready to Read (ECRR), in the same way that hearing children do. Phonological awareness is largely not utilized by D/HoH children in learning to read. D/HoH children are also likely to build vocabulary, develop print motivation, and approach narrative skills differently than hearing children. This grounded theory research developed the model of successful library services and modifications to D/HoH children to explain which services, early literacy instruction, staff training and programs public libraries provide to children who are D/HoH. This research project also inquires about what kinds of modifications are made to serve D/HoH children, and what the impetus was for providing library services to deaf children. The first stage of the model highlights staff attitude as being warm and welcoming, taking initiative, and not seeing D/HoH as a disability. The second stage described the impetus for providing services as encountering a D/HoH patron in the library, knowing a disabled person in a librarian's personal life, or by encountering a nearby agency that serves D/HoH. In the third stage, librarians made accommodations by being inclusive in programming, providing ASL programming, or facilitating visual phonics instruction in place of phonological awareness instruction. In the fourth and final stage, this model reported outcomes such as educating both hearing and D/HoH individuals and building a sense of community.

Measuring Phonological Awareness in Deaf and Hard-of-Hearing Children

2014 ◽  
Vol 57 (1) ◽  
pp. 131-142 ◽  
Author(s):  
Mi-young L. Webb ◽  
Amy R. Lederberg
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Psychometric Properties ◽  
Standardized Tests ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
School Year ◽  
Hearing Children

PurposeThis study evaluated psychometric properties of 2 phonological awareness (PA) tests normed for hearing children when used with deaf and hard-of-hearing (DHH) children with functional hearing. It also provides an in-depth description of these children's PA.MethodOne hundred and eight DHH children (mean age = 63.3 months) with cochlear implants or hearing aids were assessed in the fall and spring of the school year. Sixty-three percent communicated only with spoken language; 37% communicated with both sign and speech. Examiners administered PA subtests from the Phonological Awareness Test—2 and the Test of Preschool Early Literacy, along with assessments of speech perception and early literacy.ResultsItem analyses indicated that both tests showed good psychometric properties (e.g., high item discriminations and internal consistencies). DHH children scored higher on subtests and items that measured words, rhymes, and syllables than those that assessed phonemes. Although subtest difficulty influenced the factor structure in the fall, spring PA was best characterized as a single factor. PA correlated concurrently and predictively with early literacy.ConclusionsThis study suggests that these 2 standardized tests are valid for use with DHH children with functional hearing. Although delayed, these children's PA was structurally similar to that of hearing children.

Reading Fluency in Young Elementary School Age Deaf and Hard-of-Hearing Children

2020 ◽  
Vol 26 (1) ◽  
pp. 99-111
Author(s):  
Susan R Easterbrooks ◽  
Amy R Lederberg
Keyword(s):  
Phonological Awareness ◽  
Reading Fluency ◽  
Hard Of Hearing ◽  
Deaf Education ◽  
Deaf Studies ◽  
Elementary School Age ◽  
School Year ◽  
Multiple Dimensions ◽  
Reading Progress ◽  
Hearing Children

Abstract The Center on Literacy and Deafness examined the language and reading progress of 336 young deaf and hard-of-hearing children in kindergarten, first and second grades on a series of tests of language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on their auditory access and classroom communication: a spoken-only group (n = 101), a sign-only group (n = 131), and a bimodal group (n = 104). Previous work reports the overall data (Antia, S., Lederberg, A., Schick, B., Branum-Martin, L., Connor, C. M., & Webb, M. (2020a). Language and reading progress of young DHH children. Journal of Deaf Studies and Deaf Education, (3), 25; Lederberg, A. R., Branum-Martin, L., Webb, M. L., Schick, B., Antia, S., Easterbrooks, S. R., & Connor, C. M. (2019). Modality and interrelations among language, reading, spoken phonological awareness, and fingerspelling. Journal of Deaf Studies and Deaf Education, 24(4), 408–423). This report presents an in-depth look at the reading fluency of the participants measured along multiple dimensions. In general, 43% of the participants were unable to read fluently and an additional 23% were unable to read fluently at grade level. Rate and accuracy, rate of growth, miscue analysis, and self-corrections differed by communication modality. Most notably, children demonstrated limited strategies for self-correction during reading fluency tasks.

Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective

2018 ◽  
Author(s):  
Constance Th. W. M. Vissers ◽  
Daan Hermans
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Children And Adolescents ◽  
Hard Of Hearing ◽  
Cognitive Model ◽  
Emotional Problems ◽  
Inner Speech ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Hearing Children

The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.

Psychosocial Development of Hard-of-Hearing Preschool Children

2018 ◽  
Author(s):  
Nina Jakhelln Laugen
Keyword(s):  
Early Intervention ◽  
Psychosocial Development ◽  
Hard Of Hearing ◽  
Current Knowledge ◽  
Deaf Child ◽  
Deaf Children ◽  
Child Research ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Hearing Children

In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.

Sign in / Sign up

Export Citation Format

Share Document