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Implementing instruction in the alphabetic principle within a sign bilingual setting
Beverly J Trezek1, Gregory R Hancock
1DePaul University, 2320 N. Kenmore Ave., Chicago, IL 60614. btrezek@depaul.edu.
Journal of Deaf Studies and Deaf Education
|April 23, 2013
Summary
Remedial instruction in the alphabetic principle effectively improved reading skills for deaf and hard-of-hearing (DHH) students in a sign bilingual setting. These findings support phonologically based instruction for DHH learners.
Area of Science:
- Education
- Linguistics
- Audiology
Background:
- Deaf and hard-of-hearing (DHH) students often face challenges in literacy development.
- Sign bilingual education settings present unique contexts for literacy instruction.
- Debates exist regarding the efficacy of phonologically based instruction for DHH learners.
Purpose of the Study:
- To evaluate the impact of remedial instruction in the alphabetic principle on DHH students.
- To assess the acquisition and application of alphabetic principle knowledge in DHH students.
- To address misconceptions about phonologically based interventions for DHH learners.
Main Methods:
- Study involved 127 deaf and hard-of-hearing students in a sign bilingual setting.
- Data analysis included paired-sample t tests, Pearson correlations, and structural equation modeling.
- Remedial instruction focused on the alphabetic principle.
Main Results:
- Participants successfully acquired an understanding of the alphabetic principle.
- Students demonstrated the ability to apply this knowledge to word reading.
- Generalization of skills was observed through pseudo-word decoding tasks.
Conclusions:
- Phonologically based remedial instruction is effective for DHH students in sign bilingual settings.
- DHH students can achieve foundational reading skills, including decoding.
- The study provides evidence supporting the use of specific instructional methods for DHH learners.
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