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Journal of Deaf Studies and Deaf Education Advance Access originally published online on April 27, 2005
The Journal of Deaf Studies and Deaf Education 2005 10(3):256-271; doi:10.1093/deafed/eni028
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© The Author 2005. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oupjournals.org

Empirical Articles

The Efficacy of Utilizing a Phonics Treatment Package with Middle School Deaf and Hard-of-Hearing Students

Beverly J. Trezek

The Ohio State University

Kimber W. Malmgren

University of Wisconsin-Madison

Research indicates that the acquisition of phonemic awareness and phonic skills is highly correlated with later success in learning to read. Numerous studies support the hypothesis that deaf and hard-of-hearing children are able to utilize alternative systems to develop phonological awareness that are not dependent on the ability to hear sounds or accurately pronounce words. A quasi-experimental, pre- and posttest design was employed in this study that evaluated the efficacy of implementing a phonics treatment package with middle-school-aged students. Results indicate that treatment students were able to demonstrate acquisition and generalization of the phonic skills taught. Additionally, acquisition of these skills did not appear to be related to degree of hearing loss.

Correspondence should be sent to Beverly Trezek, DePaul University, 2320 N. Kenmore Ave., Chicago, IL 60614 (e-mail: btrezek{at}depaul.edu or bjtrezek{at}yahoo.com).

Received July 20, 2004; revised October 12, 2004; accepted January 6, 2005


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