Explicit tier two vocabulary instruction for young deaf children

Area of Science:

• Education
• Audiology
• Linguistics

Background:

• Early years education for deaf children in mainstream settings presents unique vocabulary challenges.
• Effective vocabulary interventions are crucial for spoken language development in deaf learners.
• Teachers of the Deaf (ToDs) require evidence-based strategies to support these students.

Purpose of the Study:

• To evaluate the effectiveness of the Text Talk vocabulary intervention for deaf children in mainstream schools.
• To explore the experiences of Teachers of the Deaf (ToDs) implementing the Text Talk program.
• To identify factors influencing successful vocabulary intervention for deaf students.

Main Methods:

• A study involving 20 deaf children with moderate-to-profound hearing loss and their ToDs in mainstream schools.
• Implementation of the Text Talk program, focusing on Tier Two vocabulary instruction via read-aloud storybooks.
• Assessment of student vocabulary growth and qualitative data collection on teacher experiences.

Main Results:

• All participating deaf students showed vocabulary growth, with those possessing higher initial vocabulary demonstrating the most significant gains.
• Teachers reported increased use of evidence-based strategies and a positive impact on their instructional practices.
• The expert knowledge of ToDs was identified as a critical factor in the successful implementation of Text Talk.

Conclusions:

• The Text Talk intervention is effective in enhancing vocabulary for deaf children in mainstream settings.
• Teacher professional development and the integration of specialized knowledge (ToDs) are vital for intervention success.
• This study highlights the importance of explicit, evidence-based vocabulary instruction tailored to the needs of deaf learners.