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Journal of Deaf Studies and Deaf Education Advance Access originally published online on February 1, 2006
The Journal of Deaf Studies and Deaf Education 2006 11(2):202-213; doi:10.1093/deafed/enj031
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© The Author 2006. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Empirical Articles

Implications of Utilizing a Phonics-Based Reading Curriculum With Children Who Are Deaf or Hard of Hearing

Beverly J. Trezek

DePaul University

Ye Wang

Teachers College

Extensive literature has reiterated the reading difficulties of students who are deaf or hard of hearing. Building and expanding upon the work of B. J. Trezek and K. W. Malmgren (2005), this study demonstrated that given 1 year of instruction from a phonics-based reading curriculum supplemented by Visual Phonics, kindergarten and first-grade students who were deaf or hard of hearing could demonstrate improvements in beginning reading skills as measured by standardized assessments of (a) word reading, (b) pseudoword decoding, and (c) reading comprehension. Furthermore, the acquisition of beginning reading skills did not appear to be related to degree of hearing loss. In this study, students with various degrees of hearing loss benefited equally well from this phonics-based reading curriculum supplemented by Visual Phonics.

Correspondence should be sent to Beverly Trezek, DePaul University, 2320 North Kenmore Avenue, Chicago, IL 60614 (e-mail: btrezek{at}depaul.edu).

Received November 9, 2005; revised January 2, 2006; accepted January 4, 2006


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