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Teachers of deaf and hard-of-hearing (DHH) students prioritize word-level reading and spelling instruction, frequently using phonological strategies. This focus occurs more in decoding and encoding than in text-based activities.

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Area of Science:

  • Education
  • Linguistics
  • Audiology

Background:

  • Effective word reading and spelling are foundational for text comprehension and composition in all children.
  • Limited research exists on instructional practices for teaching word reading and spelling to deaf and hard-of-hearing (DHH) students.
  • Understanding classroom strategies is vital for supporting DHH students' literacy development.

Purpose of the Study:

  • To observe and analyze the word reading and spelling instructional strategies employed by teachers of DHH students.
  • To investigate the time allocation for word-level instruction across different literacy contexts (decoding, encoding, text reading, writing).
  • To identify specific strategies used and their frequency in teaching DHH students who use spoken English.

Main Methods:

  • An observational study was conducted in 23 kindergarten through second-grade classrooms serving DHH students.
  • One full day of language arts instruction was observed in each classroom.
  • Teachers' word-level instruction during various activities was systematically coded.

Main Results:

  • Teachers dedicated significantly more instructional time to word-level skills during decoding and encoding tasks compared to text reading and writing.
  • Instructional strategies varied depending on the specific context of word-level teaching.
  • Phonological strategies were the most frequently used approach in word-level instruction.

Conclusions:

  • Classroom instruction for DHH students emphasizes explicit word-level skills, particularly phonological awareness and decoding/encoding practice.
  • The findings highlight a potential gap in integrating word-level instruction within broader text-based literacy activities.
  • Further research should explore the efficacy of these observed strategies for improving DHH students' literacy outcomes.