Phonology and reading: A response to Wang, Trezek, Luckner, and Paul

Thomas E. Allen; M. Diane Clark; Alex Del Giudice; Daniel Koo; Amy Lieberman; Rachel Mayberry; Paul Miller

doi:10.1353/aad.0.0109

Phonology and reading: A response to Wang, Trezek, Luckner, and Paul

Thomas E. Allen, M. Diane Clark, Alex Del Giudice, Daniel Koo, Amy Lieberman, Rachel Mayberry, Paul Miller

Department of Special Education

Research output: Contribution to journal › Article › peer-review

Abstract

FOUR CRITICAL RESPONSES to an article, "The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing" (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the "necessary" condition of phonological awareness for the development of reading skills among deaf readers. Research findings (not cited by Wang and colleagues) are pointed out that reveal weak correlations between phonemic awareness and reading comprehension, and stronger correlations between other variables such as overall language skill and early exposure to a visual language.

Original language	English
Pages (from-to)	338-345
Number of pages	8
Journal	American Annals of the Deaf
Volume	154
Issue number	4
DOIs	https://doi.org/10.1353/aad.0.0109
State	Published - 2009

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Speech and Hearing

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1353/aad.0.0109

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title = "Phonology and reading: A response to Wang, Trezek, Luckner, and Paul",

abstract = "FOUR CRITICAL RESPONSES to an article, {"}The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing{"} (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the {"}necessary{"} condition of phonological awareness for the development of reading skills among deaf readers. Research findings (not cited by Wang and colleagues) are pointed out that reveal weak correlations between phonemic awareness and reading comprehension, and stronger correlations between other variables such as overall language skill and early exposure to a visual language.",

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T2 - A response to Wang, Trezek, Luckner, and Paul

AU - Allen, Thomas E.

AU - Clark, M. Diane

AU - Del Giudice, Alex

AU - Koo, Daniel

AU - Lieberman, Amy

AU - Mayberry, Rachel

AU - Miller, Paul

PY - 2009

Y1 - 2009

N2 - FOUR CRITICAL RESPONSES to an article, "The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing" (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the "necessary" condition of phonological awareness for the development of reading skills among deaf readers. Research findings (not cited by Wang and colleagues) are pointed out that reveal weak correlations between phonemic awareness and reading comprehension, and stronger correlations between other variables such as overall language skill and early exposure to a visual language.

AB - FOUR CRITICAL RESPONSES to an article, "The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing" (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the "necessary" condition of phonological awareness for the development of reading skills among deaf readers. Research findings (not cited by Wang and colleagues) are pointed out that reveal weak correlations between phonemic awareness and reading comprehension, and stronger correlations between other variables such as overall language skill and early exposure to a visual language.

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JF - American Annals of the Deaf

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Phonology and reading: A response to Wang, Trezek, Luckner, and Paul

Abstract

ASJC Scopus subject areas

UN SDGs

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