A Practical Guide to Supporting the - PowerPoint Presentation

Slide1

A Practical Guide to Supporting the

Reading and Spelling Skills of Students

with Hearing Loss

Sharron Woolfe,

Visiting Teacher, NEV Region, DET. PhD Candidate, Deakin University.

Slide2

An overview of skills required to succeed with literacy.

Ability with these skills is impacted by hearing loss.

Slide3

Supporting Reading Skills for Students with Hearing Loss

Deaf and Hard of Hearing Students with aided, functional hearing may benefit from the same interventions that have been shown to assist hearing students

(Wang & Williams, 2014; Webb & Lederberg, 2014; Webb et al. 2015)

Targeted development of

phonological skills

to support

decoding

(Harris, 2015;

Cupples

, Crowe, Day &

Seeto

, 2013; Gilliver et al. 2016;

Guardino

, Syverud, Joyner,

Nicols

& King, 2011; Lederberg, Miller,

Easterbrooks

& Connor, 2014; Lederberg,

Easterbrooks

, Tucci, Burke & Goldberg, 2015;, Rahim, 2009;

Trezek

&

Malgram

, 2005;

Trezek

& Wang, 2006).

Phonics interventions

(

Easterbrooks

, et at 2015; Webb et al., 2015)

Reading Fluency Skills

(Wang et al. 2017)

Vocabulary Skills

(Harris, 2015; Webb et al. 2015)

Syntax and Morphology Skills

( Trussell &

Easterbrooks

, 2015; Wang et al. 2017)

Higher level thinking skills

– theory of mind –

comprehension strategies

(

Easterbrooks

et al. 2015)

Slide4

Types of Phonological Interventions for Students with Hearing Loss

Diverging methods suggested for different DHH cohorts

(Lederberg, Miller &

Easterbrooks

, 2014)

Oral Methods

for students who are well aided and using oral communication

(Lederberg, et al 2014)

Visual ways of representing speech sounds

for children without functional hearing

(Wang,

Trezek

,

Luckner

& Paul, 2008)

-Visual phonics

(

Narr

, 2008;

Trezek

, Wang, Woods,

Gampp

& Paul, 2007)

-Cued speech

(Colin,

Magnan

,

Ecalle

&

Leybaert

, 2007)

-Fingerspelling,

(

Haptonstall-Nykaza

& Schick, 2007)

Importance of speech reading (lip reading)

in assisting the development of phonological awareness for all DHH students

(Harris, 2015)

Slide5

Assessments to find learning gaps:

Phonemic Awareness Assessment

Phonemic awareness: why assess this:

Phonemic awareness, the ability to discriminate between the oral sounds in words, is a pivotal skill underlying success with reading and spelling (NRP, 2000).

Segmenting and blending phonemes in words back together to form words underlies reading skills

(

Ehri

, et al. 2001; Hatcher, Hulme &

Snowling

, 2004).

Segmenting the phonemes in words underlies spelling skills

(

Ehri

, et al. 2001)

Sutherland Phonological Awareness Assessment

-useful for determining phonological skills

.

From assessment to programming (det.nsw.edu.au)

Older Students can use alternative assessment at the end of the Sutherland Assessment.

Students with hearing loss may need extra work on phonemic awareness, to support their reading and spelling skills.

Slide6

Assessing letter/sound knowledge and word decoding

Important to know where a student’s phonics skills are on a developmental continuum and address the gaps in knowledge.

Helpful to address the skills sequentially

Educheck

:

Assessment of individual letter/sound correspondences, then digraphs, then CVC words, then CCVC words, then CCCVC words, compound word reading, and words with vowel digraphs.

From assessment to programming (det.nsw.edu.au)

Slide7

Assessing Reading of Texts

Normed Assessments : Neale Analysis or YARC Assessment of Reading

– assesses reading accuracy, reading fluency and reading comprehension

PM Benchmark Kits

Running Records

Useful but don’t just look at any scores for reading accuracy, reading fluency and reading comprehension.

Look at error patterns in reading:

mispronunciations, substitutions, refusals, additions, omissions

What do these tell you about how the student is reading?

Look at types of comprehension questions successfully answered -

literal - inferential

. What does this tell you about how your student is approaching reading comprehension?

Are they having to put so much energy into decoding words that they

miss the meaning?

Or are they competent at reading words, but lacking the vocabulary skills to understand what they are reading?

Slide8

Assessment: Cross Check Word Reading Errors with Errors in Spelling .

South Australian Spelling Assessment

http://www.starjump.com.au/media/Assessment%20Tools/South%20Australian%20Spelling%20Test.pdf

This is helpful for working out approximate spelling age but make sure you analyse the spelling errors.

Phonics Based Spelling Assessments

: Spelling assessments that cover a wide variety of words with different letter-sound correspondences patterns,

ie

. CVC, CCVC, CCCVC, vowel digraphs, compound words etc is useful,

i.e

.

Waddington Spelling Assessment

Non-word Spelling

A

ssessments

can be useful for checking a student’s knowledge of phonics rules and letter-sound knowledge – the student can’t use any sight word knowledge and has to apply their phonics ability. i.e.

mip

lusk

strom

sneed

etc

-Macquarie University has useful normed reading and spelling assessments available free.

https://www.motif.org.au/

Slide9

Typical Phonological Spelling Errors.

Spell ‘went’ – student writes ‘wet’

-

Student not detecting all of the sounds in the word

Spell ‘cup’ -student writes ‘cap’

Spell ‘sticks’ – student writes ‘

stecks

’

-

vowel sound to letter matching confusion

Spell ‘fetching’ - student writes ‘

fichin

’

-

Phonological errors and also a lack of knowledge of spelling patterns and rules.

Working out the type of spelling errors can inform interventions and teaching strategies.

Slide10

xxxx

: Spelling Test Results, 06/12/2020 SA Spelling Test

Word

xxxx’ spelling if different

Spelling Issue

on

 

 

hot

 

 

cup

 

 

van

fan

Hearing f-v voiced-voiceless

jam

  lost  sitsetxxxx is confused about which letter represents i and e planpanMore work on con. blends neededmudmutHearing d-t voiced-voicelessbegbecHearing the  go  so  me  are  of  whohooSpelling irr. word phoneticallyhereher ship  choprefusalDoesn’t know ‘ch’food fireftho thin  seemsemLack of digraph knowledgedartdrtLack of digraph knowledgeloudladLack of digraph knowledgefromfomInitial consonant blends, omit second consonant..   Score: 15 Spelling Age: 6 years 2 months.       

Slide11

Phonemic Awareness Activities Linking to Written Letters

Most Useful Way of Teaching Phonemic Awareness (Hatcher,Hulme & Snowling, 2004)

Provide practice in segmenting and blending phonetically regular words (MULTILIT, Word Attack Skills, 2007)

Multisyllabic words: splitting words into syllables and then reading or spelling the word syllable by syllable.

Utilize

Elkon

boxes.

Student

sounds out word and puts a counter into a corresponding box for each sound.

https://www.readingrockets.org/strategies/elkonin_boxes

Spell words from sounds discriminated within the word. Use counters to represent decided number of sounds in word. Write a representation for each sound and put counter into corresponding box. Check spelling with actual word spelling and reflect on the spelling patterns in the word.

Soundcheck by Maureen Pollard

https://www.littlelearnersloveliteracy.com.au/products/soundcheck

Slide12

Slide13

Phonics program: Scope and Sequence

Need for a structured approach to teaching the phonics code

Start with working out where the gaps are –

Educheck

Follow a sequential sequence : might be letter-sounds, CVC words, CCVC and CVCC words, CCCVV words, split digraphs a-e etc, consonant digraphs, vowel digraphs, advanced spelling patterns and morphemic conventions.

file:///C:/Users/01507481/Downloads/Five-from-Five-Structured-Synthetic-Phonics-Programs-in-Australian-Schools_Final-1.pdf

Teach main sounds for letters

Short vowel sounds: Do not teach acoustically similar vowels sequentially, i.e. a and u,

i

and e

So a sequence could be ‘a’ then ‘o’ then ‘i’ then ‘u’ then ‘e’

Teach rules for consonant digraphs such as when to use ck rather than

ke

or k, or when to use tch rather than

ch

Teach vowel digraphs such as ‘ai’, ‘

ea

’ ‘oy’ etcAlways explain the phonetic pattern/spelling structure for any new spelling or reading words introduced. i.e. smart s/m/ar/t

Slide14

Pause, Prompt and Praise for Word Attack Skills

(Wheldall & Wheldall, 2013)

Reinforces good word attack skills in text reading

Step 1: Choose the correct level book - instructional

Step 2: Set the scene, Discuss the book, pick out difficult names of characters etc

Step 3: Implement the 3 Ps in text reading

Pause

when a student makes an error

Prompt

if they can’t sound it out – phonics prompts

Praise

when they’ve sounded the word out.

Slide15

Contribution of phonemic awareness and letter-sound correspondence knowledge to reading fluency

The research of Dr. Linnea

Ehri

(2005) suggested that the best way to develop a good sight vocabulary of words is to be learn about their spelling patterns.

T

he process of learning sight words involves forming connections between ‘graphemes and phonemes to bond spellings of the words to their connections in memory’

(

Ehri

, 2005, p. 167).

Once retained in memory, students can look at written words and immediately recognize their pronunciations and meanings

(

Easterbrooks

et al. 2015;

Ehri

, 2005).

This makes for automatic reading of words – in time all words become sight words if students understand the words’ underlying phonetic/spelling structure.

https://understandingreading.home.blog/2021/04/18/dr-linnea-ehris-list-of-instructional-guidelines-for-enhancing-orthographic-mapping-and-word-learning

So always teach the phonetic structure of any new words introduced.

Slide16

So-called Sight Words

Most so-called sight words are regular, and the phonetic structure can be taught.

a/w/ay b/r/ow/n

wh

/

i

/

ch

b/l/a/ck m/a/g/i/c

With irregular words such as ‘said,’ teach the regular features to aid orthographic mapping – i.e. the ‘s’ and the ‘d’ and then address the remainder of the word i.e. ‘ai’ in said pronounced with a short /e/ sound

mother said pretty

Slide17

Supporting Vocabulary Development

Vocabulary important for reading comprehension

(Coppens,

Tellings

, Schreuder & Verhoeven, 2013; Harris et al. 2017)

Teach meanings of function words – such as of, if, when, etc -DHH students may sometimes ignore function words when comprehending passages

(Dominguez , Carrillo, Gonzalez and Alegria, 2016)  

Address Tier 2 words: academic language, book language, abstract words

(Beck, McKeown&

Kucan

, 2013)

Explicit and in-context teaching of new upcoming vocabulary helpful

(

Antia

, Catalano, Rivera & Creamer, 2021).

Word Concept Maps helpful

(Frayer, 1969)

Slide18

Example of a Word Concept Map

Slide19

Supporting Reading Comprehension

Importance of Fluent Word Recognition and Decoding Skills for Effective Reading Comprehension

Vocabulary Support

Teach meanings of connectives such as ‘before/after and because and so’ – important for understanding temporal and causal aspects of narrative

(Sullivan & Oakhill, 2015)

Teach story structure

(Sullivan & Oakhill, 2015)

Train higher-level thinking skills such as utilizing background knowledge, inference, and comprehension self-monitoring

(

Luckner

& Handley, 2008; Sullivan & Oakhill, 2015).

Theory of Mind Support : help the student to think about what the characters are thinking and their emotions.

Slide20

Think Aloud Strategy

Teacher demonstrates their thinking aloud while reading the book to the students, demonstrating comprehension strategies.

Slide21

Conclusion

Hearing loss impacts on a student’s ability to succeed with literacy through

-difficulties with underlying language knowledge and

-difficulty with matching sound to print

We need to work out where the road blocks for a student’s difficulties are:

-They often will be back at the phonemic or phonics knowledge level.

-Sometimes they will just pertain to language-based difficulties such as delayed vocabulary skills or poor background knowledge.

Once we have established where a student is experiencing difficulty, we can address it with strategies and approaches aimed at supporting these areas of difficulty.

The strategies we use for our students with hearing loss, who are well-aided and using oral communication, will be similar to what we do for our hearing students – just more explicit and intensive.

The teaching strategies that we employ will support a variety of students in our class, not just the student with hearing loss. It is simply good, evidence-backed teaching.

Slide22

Thanks for listening and questions

Thank you so much for listening.I can be contacted at Sharron.Woolfe@education.vic.gov.au

or

swoolfe@deakin.edu.au

and will be happy to assist with any questions you may have.

Slide23

Appendix: Further Explanation, Resource Lists

Slide24

Reading/Spelling/Phonics Programs/Resources

MULTILIT, Macquarie University

http://www.multilit.com/

-Individual tutoring program can be implemented by integration aides under teacher supervision.

-Teaches sight vocabulary, word attack skills, spelling skills, reading fluency and reinforced prose reading in a balanced manner. High Evidence base and used in many Australian schools.

MaqLit

– group intervention program Year 3 up, from MULTILIT

Toe by Toe

https://www.toe-by-toe.co.uk/

sequential phonics program

Sound Check and other Little Learners Love Literacy Resources

https://www.littlelearnersloveliteracy.com.au/

Fitzroy Readers and Program (interactive version available for iPads)

www.fitzprog.com.au/

PhonicsBooks

UK has free, online and printable phonics readers (easy level but suits older readers), worksheets and games.

https://www.phonicbooks.co.uk/advice-and-resources/free-teaching-resources/free-mini-books-for-home-school-use/

Dandelion Readers includes downloadable

ibooks https://www.phonicbooks.co.uk/advice-and-resources/interactive-ibooks/Flyleaf Publishing has free, online, decodable books that can be accessed free during Covid. https://portal.flyleafpublishing.com/

Slide25

Helpful Apps and Computer Programs

Word Shark: Dozens of reading and spelling games

www.speld-sa.org.au/shop/software/product/90-wordshark-5.html

IXL Learning – online program with hundred of graded activities for various literacy skills

.

Free month trial

https://au.ixl.com/

Clicker 5 (Assist students in being able to write expressively)

www.cricksoft.com

Nessy

: computer and iPad Apps – Phonics

https://www.nessy.com/us/

PLD Learning Resources (iPad Apps supporting segmenting, blending and quick work recognition).

OzPhonics

sequential approach

PocketPhonics

Flocabulary

: https://www.flocabulary.com/

Slide26

Slide27

Substitutions, Refusals, Additions and Mispronunciations

Substitutions

may indicate poor letter-sound knowledge, poor word-decoding ability.

-

Can indicate that the student has no confidence in sounding out words.

-Is there a pattern of letters that the student matches the wrong sounds to? Students often mix short vowel letter sound correspondences.

Refusals and Omissions

may also indicate poor word-attack ability and low confidence

.

Additions

may mean that the student is not comfortable reading the text as it is and is paraphrasing.

With mispronunciations

check if the student is actually trying to say the correct word – does that mistake fit with articulation difficulties that the student has?

Slide28

Pause, Prompt and Praise Technique Explained

When a student can’t read a word – pause – wait for at least 5 seconds

If a student makes an error, wait five seconds or until the child reaches the end of the sentence before jumping in

If the child does not work out a difficult word or self-correct after 5 seconds or so, then prompt

Use phonics prompts first – letter sounds the most effective clues to effective reading

Combined meaning and phonics prompts when the word read does not make sense

If child says nothing, use a reread prompt

If child does not read the word correctly after two prompts tell them the word

Then praise specifically – i.e. Well done, you corrected yourself! ….

Slide29

Use of non-words in assessing word-attack skills for reading or spelling skills.

Ascertains if student understands the underlying sounds in words

Using non words forces the student to use their letter-sound correspondences knowledge, rather than relying on sight memory.

Non-word reading and spelling tests available at

www.motif.org.au

Word Sample from Motif Diagnostic Spelling Test

mip

nam

heg

buv

ponk

thob

leet zorm queed woost darp shife

Slide30

Supporting Reading Comprehension

Gradual Release of Responsibility Model

I do, We do, You Do

(Pearson & Gallagher, 1983)

-Teacher introduces story/book/text and the comprehension strategy they will be using.

-Teacher reads the book to students and thinks aloud – works through the story thinking aloud and modelling a comprehension strategy

-Student and teacher apply strategy to a book together

-Student demonstrates strategy in approach to a book

-Student applies strategy independently.

Slide31

Reference List

Slide32

References

Antia

, S. D., Catalano, J.A., Rivera, M.C. & Creamer, C. (2021). Explicit and Contextual Vocabulary Intervention: effects on Word and Definition Learning,

Journal of Deaf Studies and Deaf Education, 26

(3),

381-394.

Beck, I.L., McKeown, M. G. &

Kucan

, L. (2013).

Bringing Words to Life,

2

nd

Ed., Guildford Press: New York.

Colin, S.,

Magnan

, A.,,

Ecalle

, J. &

Leybaert, J. (2007). Relation between deaf children’s phonological skills at kindergarten and word recognition performance in first grade. Journal of Child Psychology and Psychiatry, 48(2), 139-146Coppens, K. M., Tellings, A., Schreuder, R. & Verhoeven, L. (2013). Developing a structural model of reading: the role of hearing status in reading development over time. Journal of Deaf Studies and Deaf Education, 18(4), 489-512.Cowling, K, & Colwing, H. (2017). Toe by Toe. A highly structured multi-sensory reading manual for teachers and parents. 4th Ed. West Yorkshire: K & H Cowling.Cupples, L., Crowe, K., Day, J. & Seeto, M. (2013). Predictors of early reading skill in 5-year-old children with hearing loss who use spoken language. Reading Research Quarterly,49(1), 85-104.Dillon, C.M., de Jong, K. & Pisoni, D. B. (2012). Phonological awareness, reading skills, and vocabulary knowledge in children who use cochlear implants. Journal of Deaf Studies and Deaf Education, 17(2), 205-226.Dominguez, A., Carrillo, M., Gonzalez, V. & Alegria. J. (2016). How do deaf children with and without cochlear implants manage to read sentences: The key word strategy. Journal of Deaf Studies and Deaf Education, 21(3), 280-292.Easterbrooks, S. R., Lederberg, A. R., Antia, S., Schick, B., Kushalnagar, P., Webb, M., Branum-Martin & L. McDonald Connor, C., (2015). Reading among diverse DHH learners: What, how and for whom? American Annals of the Deaf, 159(5), 419-432.Ehri, L.C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167-188.Ehri,, L. C., Nunes, S. R., Willows, D. M., Valeska Schuster, B., Yaghoub-Zadeh, Z. & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analhysis, Reading Research Quarterly, 36(3), 250-287Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery. Madison, WI: Wisconsin Center for Education Gilliver, M, Cupples, L., Ching, T.Y.C., Leigh, G. & Gunnourie (2016). Developing sound skills for reading: Teaching phonological awareness to pre-schoolers with hearing loss. Journal of Deaf Studies and Deaf Education, 21(3),268-279.Guardino, C., Syverud, S. M., Joyner, A., Nicols, H. & King, S. (2011). Further evidence of the effectiveness of phonological instruction with oral-deaf readers. American Annals of the Deaf, 155(5), 562-568

Slide33

References Continued.

Hapenstall-Nykaza

, T.S. & Schick, B. (2007). The transition from fingerspelling to English print: Facilitating English Decoding,

Journal of Deaf Studies and Deaf Education, 12

(2), 172-182.

Harris, M. (2015). The impact of new technologies on the literacy attainment of deaf children.

Topics in Language Disorders, 35

(2), 120-132.

Harris, M. (2016). The impact of cochlear implants on deaf children’s literacy. In M.

Marschar

, & P. E. Spencer, (Eds.)

The Oxford Handbook of Deaf Studies in Language

, (p. 402-490). New York, NY: Oxford University Press.

Harris, M.,

Terlektso

, E. & Kyle, F. E. (2017). Literacy outcomes for primary school children who are deaf and hard of hearing: A cohort comparison study.

Journal of Speech, Language and Hearing Research, 60

, p.701-710.

Hatcher, P.J., Hulme, C & Snowling, M.J. (2004), Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Pyschiatry, 45(2), 338-358Lederberg, A. R., Miller, E. M., Easterbrooks, S. R. & Connor, C. M. (2014). Foundations for Literacy: An early literacy intervention for deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 19(4), 438-455.Lederberg, A. R., Easterbrooks, S. R., Tucci, S., Burke, V. & Goldberg, H. (2015). Effective intervention strategies for teaching early literacy skills to deaf and hard-of-hearing children. Published Proceedings from the CI 2015 Emerging Issues Symposium: Literacy and Cochlear Implantation: Outcomes and Intervention Strategies. Cochlear Implants International. Downloaded from http://clad.education.gsu.edu/files/2014/07/Lederberg-Easterbrooks-et-al.-Foundations-CI-International-1-wmou0b.pdfLuckner, J., & Handley, C. (2008). A summary of the reading comprehension research undertaken with students who are deaf or hard of hearing. American Annals of the Deaf, 153(1), 6-36.Luckner, J. L. & Urbach, J. (2012). Reading fluency and students who are deaf or hard of hearing: Synthesis of the research. Communication Disorders Quarterly, 33(4), 230-241.Mayberry, R. L., del Giudice, A. A., & Lieberman, A. M. (2010). Reading achievement in relation to phonological coding and awareness in deaf readers: A meta-analysis. Journal of Deaf Studies and Deaf Education, 16(2), 164-188.Multilit (2007). Multilit Reading Tutor Program, MULTILIT: SydneyNational Reading Panel, (2000). Reports of the sub-groups. Downloaded from https://www.nichd.nih.gov/publications/pubs/nrp/documents/repo.pdfNarr, R. (2008). Phonological awareness and decoding in deaf/hard-of-hearing subjects who use visual phonics. Journal of Deaf Studies and Deaf Education, 15, 1-12.Neale, M. D. (1999). Neale Analysis of Reading Ability. ACER Press: Melbourne.

Slide34

References Continued

Pearson, P. D. and M. C. Gallagher, “The Instruction of Reading Comprehension,” Contemporary Educational Psychology, 8, 1983, pp. 317-344

Pollard, M. (2004).

Sound Check: Sequencing Sounds for Spelling Instruction.

Learning Logic Publishing: Melbourne

Rahim, Z. A. (2009).

Phonics intervention and the impact on the phonics skills, phonological awareness, speech perception, and speech production of children with hearing loss using spoken language

(Doctoral dissertation). The University of Melbourne: Graduate School of Education.

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis) abilities: Evidence, Theory and Practice. In S.B. Neuman & D. K. Dickinson (Eds.)

Handbook of Early Literacy Research

, (pp. 97-111). New York,

NY:Guilford

Press.

Sullivan, S. & Oakhill, J. (2015). Components of story comprehension and strategies to support them in hearing and deaf or hard of hearing readers.

Topics in Language Disorders, 35

(2), 133-143.

Trezek

, B. J., Wang, Y.,, D. G.,

Gampp, T.L. & Paul, P. V. (2007). 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(3), 373-384Trezek, B. J. & Malmgren, K. W. (2005). The efficacy of utilising a phonics treatment package with middle school deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education,10(3), 256-271Trussell, J. W. & Easterbrooks, S. R. (2015). Effects of morphographic instruction on the morphographic analysis skills of deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 20(3), 229-241.Trussel, J. W. & Esterbrooks, S. R. (2014). The effect of enhanced storybook interaction on signing deaf children’s vocabulary. Journal of Deaf Studies and Deaf Education, 19(4), 319-332.Wang, Y., Trezek, B. J., Luckner, J. L. & Paul, P. V. (2008). 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(4), Wang, Y. & Williams, C. (2014). Are we hammering square pegs into round holes? An investigation of the meta-analyses of reading research with students who are D/Deaf or Hard of Hearing and students who are hearing. American Annals of the Deaf, 159(4), 323-345.Wang, Y., Paul, P. V., Falk, J., Jahromi, L. B. & Seougwoo, A. (2017). Predictors of English Reading Comprehension for children who are d/Deaf or Hard of Hearing, Journal of Developmental Physical Disability, (29),35-54.Webb. M. L. & Lederberg, A. R. (2014). Measuring phonological awareness in deaf and hard-of-hearing children. Journal of Speech, Language and Hearing Research, 57, p.131-142.Webb, M., Lederberg, A. R., Branum-Martin, L. & McDonald Connor, (2015). Evaluating the structure of early English literacy skills in deaf and hard of hearing children. Journal of Deaf Studies and Deaf Education,20(4), 343-355.Wheldall, K. & Wheldall, R. (2013). Reinforced Reading, Sydney: MULTILIT Pty Ltd.York Assessment of Reading for Comprehension (YARC). https://www.gl-assessment.co.uk/products/york-assessment-of-reading-for-comprehension-yarc/

Slide35

Thank you so much for listening.