{"id":901,"date":"2025-07-16T21:55:33","date_gmt":"2025-07-16T21:55:33","guid":{"rendered":"https:\/\/icli.org\/?page_id=901"},"modified":"2025-07-23T14:39:54","modified_gmt":"2025-07-23T14:39:54","slug":"treatment-literacy-speech-language","status":"publish","type":"page","link":"https:\/\/icli.org\/index.php\/treatment-literacy-speech-language\/","title":{"rendered":"Treatment (literacy, speech, language)"},"content":{"rendered":"\t\t
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Treatment (literacy, speech, language)<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Beal-Alvarez, J., Lederberg, A.R., and Easterbrooks, S.R. (2012).\u00a0 Grapheme-phoneme acquisition of deaf preschoolers.\u00a0 Journal of Deaf Studies and Deaf Education, <\/em>17, 39-60<\/strong><\/p>

Benson, S.E. (2011) An examination of teacher\u2019s perceptions of the effectiveness of training and classroom implementation of visual phonics with deaf and hard of hearing students. Unpublished research paper. Marshall University, Huntington, West Virginia<\/strong><\/p>

Bergeron, J.P., Lederberg, A.P., and Easterbrooks, S.R. (2010). Building the alphabetic principle in young children who are deaf or hard of hearing, Volta Review<\/em>, 109, 87-121.<\/strong><\/p>

Black, G. G. (2007). Examining Visual Phonics: Rhyming Judgment of Deaf and Hard of Hearing Students. Master\u2019s Thesis, California State University, Northridge, California<\/strong><\/p>

Cannon, J. E., & Guardino, C. (2012). Literacy Strategies for Deaf\/Hard-of-Hearing English Language Learners: Where Do We Begin?.\u00a0Deafness & Education International<\/em>,\u00a014<\/em>(2), 78-99.<\/strong><\/p>

Chen, Y. H. (2014). Effects of Phonological Awareness Training on Early Chinese Reading of Children Who Are Deaf and Hard of Hearing.\u00a0The Volta Review<\/em>,\u00a0114<\/em>(1), 85-100.<\/strong><\/p>

Clark, M. D., Hauser, P. C., Miller, P., Kargin, T., Rathmann, C., Guldenoglu, B., \u00a0& Israel, E. (2014). The Importance of Early Sign Language Acquisition for Deaf Readers. Reading & Writing Quarterly<\/em>, (ahead-of-print), 1-25.<\/strong><\/p>

Cooley, E.T., Masterson, J.J., Wang, Y., and Oetting, T. (2009).\u00a0 Combining the multilinguistic literacy model and Visual Phonics for intervention for children who are deaf or hard of hearing. Presentation at the Annual Convention of the American Speech-Language and Hearing Association, New Orleans, Louisiana<\/strong><\/p>

Cupples, L., Ching, T. Y., Crowe, K., Day, J., & Seeto, M. (2014). Predictors of Early Reading Skill in 5\u2010Year\u2010Old Children With Hearing Loss Who Use Spoken Language. Reading research quarterly<\/em>, 49<\/em>(1), 85-104.<\/strong><\/p>

Giesige, L.J. (2008).\u00a0 Can you see phonics?\u00a0 Phonics for students who are deaf or hard of hearing.\u00a0 Unpublished M.A. Thesis, Bowling Green University, Bowling Green, Ohio<\/strong><\/p>

Guardino, C., Syverud, S.M., Joyner, A., Nicols, H., and King, S. (2011).\u00a0 Further evidence of the effectiveness of phonological instruction with oral-deaf readers.\u00a0 American Annals of the Deaf, 155<\/em><\/strong><\/p>

Herman, R., Hulme, C., Roy, P., & Kyle, F. E. (2020). A Pilot Study to Evaluate an Integrated Phonics and Language Programme for the Teaching of Reading to Deaf and Hearing Children.<\/strong><\/p>

Hohla, L., & Switzer, C. (2014). Cochlear Implants and School Speech-Language Pathologists. SIG 16 Perspectives on <\/em>School-Based Issues<\/em>, 15<\/em>(2), 81-93.<\/strong><\/p>

Hudson, M. E., & Walker, M. M. (2022). Systematic review results are mixed for the effects of Visual Phonics on phonological awareness, reading decoding, and reading comprehension for hearing students at-risk for reading failure and d\/deaf and hard of hearing students1. Evidence-Based Communication Assessment <\/em>and Intervention<\/em>,\u00a016<\/em>(1), 1-4.<\/strong><\/p>

Jones-Oleson, L, Pleske-Dubois, R., and Sheckhise, S. (2007),\u00a0 Affective variables in literacy intervention for a student using sign language.\u00a0 Presentation at the Annual Convention of the American Speech-Language and Hearing Association, Boston, Massachusetts.<\/strong><\/p>

Jones-Oleson, L., Sheckhise, S., and Pleske-Dubois, R. (2007).\u00a0 Phonological literacy intervention in students who are deaf or hard of hearing.\u00a0 Presentation at the Annual Convention of the American Speech-Language and Hearing Association, Boston, Massachusetts.<\/strong><\/p>

Miller, E. M., Lederberg, A. R., & Easterbrooks, S. R. (2013). Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children.Journal of deaf studies and deaf education<\/em>,\u00a018<\/em>(2), 206-227.<\/strong><\/p>

Narr, R.F. (2006).\u00a0 Teaching phonological awareness with deaf and hard-of-hearing students.\u00a0 Teaching <\/em>Exceptional Children, March\/April<\/em><\/strong><\/p>

Narr, R.F. (2008).\u00a0 Phonological awareness and decoding in deaf\/hard-of-hearing students who use Visual Phonics.\u00a0 Journal of Deaf Studies and Deaf Education, 13, <\/em>405-416<\/strong><\/p>

Santoro, L. E., Houser, S. A., Freeman, J., Schechter, M. (2015). See the Sound\/Visual Phonics Literacy project: Promising practices to improve the reading performance of Pennsylvania students who are deaf and hard of hearing. Research report. King of Prussia, PA: Pennsylvania Training and Technical Assistance Network.<\/strong><\/p>

Shim, H. J., Lee, H. J., & Seo, C. W. (2018). The effect of articulation therapy using visual phonics to improve the speech intelligibility and vowel space of children with impaired hearing. Phonetics and Speech <\/em>Sciences<\/em>,\u00a010<\/em>(2), 85-96.<\/strong><\/p>

Smith, A., & Wang, Y. (2010). The impact of Visual Phonics on the phonological awareness and speech production of a student who is deaf: A case study. American annals of the deaf<\/em>,\u00a0155<\/em>(2), 124-130.<\/strong><\/p>

Stevenson, Alison, “Teaching See the Sound Visual Phonics to Deaf and Hard of Hearing Kindergarteners” (2014).\u00a0Theses, Dissertations and Capstones.<\/em>\u00a0Paper 894. http:\/\/mds.marshall.edu\/etd\/894<\/a><\/strong><\/p>

Syverud, S.M., Guardino, C., and Selznick, D. (2009).\u00a0 Teaching phonological skills to deaf first graders:\u00a0 A promising strategy.\u00a0 American Annals of the Deaf, 154, <\/em>382-388<\/strong><\/p>

Trezek, B. J., & Hancock, G. R. (2013). Implementing Instruction in the Alphabetic Principle Within a Sign Bilingual Setting. Journal of deaf studies and deaf education<\/em>,\u00a018<\/em>(3), 391-408.<\/strong><\/p>

Trezek, B.J., and Malmgren, K.W. (2005).\u00a0 The efficacy of utilizing a phonics treatment package with middle school deaf and hard of hearing participants.\u00a0 Journal of Deaf Studies and Deaf Education, 3, <\/em>257-272<\/strong><\/p>

Trezek, B.J., and Wang, Y. (2006).\u00a0 Implications of utilizing a phonics-based reading curriculum with children who are deaf or hard of hearing.\u00a0 Journal of Deaf Studies and Deaf Education, 11, <\/em>202-213<\/strong><\/p>

Trezek, B.J., Wang, Y., and Woods, D.G., Gampp, T.L., and Paul, P.V. (2007).\u00a0 Using Visual Phonics to supplement beginning reading instruction for students who are deaf or hard of hearing. Journal of Deaf Studies and <\/em>Deaf Education 12, <\/em>373-384<\/strong><\/p>

Tucci, S. L., & Easterbrooks, S. R. (2013). A Syllable Segmentation, Letter-Sound, and Initial Sound Intervention With Students Who Are Deaf or Hard of Hearing and Use Sign Language. The Journal of Special Education<\/em>, 0022466913504462.<\/strong><\/p>

Turner, E. C. (2009).\u00a0Combining the Multilinguistic Literacy Model and Visual Phonics for Intervention for Children <\/em>who are Deaf Or Hard of Hearing<\/em>. Unpublished masters thesis, Missouri State University, Springfield, Missouri<\/strong><\/p>

Waddy-Smith, B., and Wilson, V. (2003).\u00a0 See that sound:\u00a0 Visual Phonics for deaf children.\u00a0 Odyssey, 5, <\/em>14-17<\/strong><\/p>

Wang, Y., Spychala, H., Harris, R., and Oetting, T.L. (2013). The effectiveness of a phonics-based early intervention for deaf and hard of hearing preschool children and its possible impact on reading skills in elementary school: a case study. American Annals of the Deaf<\/em>, 158 (2), xx-xx.<\/strong><\/p>

Williams, C. (2011). Adapted interactive writing instruction with kindergarten children who are deaf or hard of hearing. American annals of the deaf<\/em>,\u00a0156<\/em>(1), 23-34.<\/strong><\/p>

Wilson-Favors, V. (1987). Using the Visual Phonics System to Improve Speech Skills: A Preliminary Study. Perspectives for Teachers of the Hearing Impaired<\/em>, 6<\/em>(2), 2-4.<\/strong><\/p>

Zaccagnini, C.M., and Antia, S.D. (1993).\u00a0 Effects of multisensory speech training and Visual Phonics on speech production of a hearing-impaired child.\u00a0 Journal of Childhood Communication <\/em>Disorders, 15, <\/em>3-8<\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Treatment (literacy, speech, language) Beal-Alvarez, J., Lederberg, A.R., and Easterbrooks, S.R. (2012).\u00a0 Grapheme-phoneme acquisition of deaf preschoolers.\u00a0 Journal of Deaf Studies and Deaf Education, 17, 39-60 Benson, S.E. (2011) An examination of teacher\u2019s perceptions of the effectiveness of training and classroom implementation of visual phonics with deaf and hard of hearing students. Unpublished research paper. […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"ocean_post_layout":"full-screen","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"","ocean_second_sidebar":"","ocean_disable_margins":"on","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"off","ocean_display_header":"on","ocean_header_style":"top","ocean_center_header_left_menu":"","ocean_custom_header_template":"","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"","ocean_menu_typo_font_family":"","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"","footnotes":""},"class_list":["post-901","page","type-page","status-publish","hentry","entry","owp-thumbs-layout-horizontal","owp-btn-normal","owp-tabs-layout-horizontal","has-no-thumbnails","has-product-nav"],"_links":{"self":[{"href":"https:\/\/icli.org\/index.php\/wp-json\/wp\/v2\/pages\/901","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icli.org\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icli.org\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icli.org\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icli.org\/index.php\/wp-json\/wp\/v2\/comments?post=901"}],"version-history":[{"count":7,"href":"https:\/\/icli.org\/index.php\/wp-json\/wp\/v2\/pages\/901\/revisions"}],"predecessor-version":[{"id":1146,"href":"https:\/\/icli.org\/index.php\/wp-json\/wp\/v2\/pages\/901\/revisions\/1146"}],"wp:attachment":[{"href":"https:\/\/icli.org\/index.php\/wp-json\/wp\/v2\/media?parent=901"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}