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Journal of Deaf Studies and Deaf Education Advance Access originally published online on May 21, 2007
The Journal of Deaf Studies and Deaf Education 2007 12(3):373-384; doi:10.1093/deafed/enm014
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© The Author 2007. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Using Visual Phonics to Supplement Beginning Reading Instruction for Students Who Are Deaf or Hard of Hearing

Beverly J. Trezek

DePaul University

Ye Wang

Teachers College, Columbia University

Denyse G. Woods

Columbus Public Schools

Terri L. Gampp

Columbus Public Schools

Peter V. Paul

The Ohio State University


  Abstract

The purpose of the current study is to expand upon the effectiveness of using Visual Phonics in conjunction with Direct Instruction reading programs (B. J. Trezek & K. W. Malmgren, 2005; B. J. Trezek & Y. Wang, 2006) and to explore the results of utilizing Visual Phonics to supplement another phonics-based reading curriculum for students who are deaf or hard of hearing. Twenty students with various degrees of hearing loss in kindergarten and first grade as well as 4 teachers participated in the study. Results of the investigation reveal that, given 1 year of instruction from a phonics-based reading curriculum supplemented by Visual Phonics, kindergarten and first-grade students who are deaf or hard of hearing can demonstrate statistically significant improvements in beginning reading skills as measured by standardized assessments.

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

Received January 29, 2007; revised March 17, 2007; accepted March 19, 2007


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