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

Research output: Contribution to journalArticlepeer-review


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 languageEnglish
Pages (from-to)338-345
Number of pages8
JournalAmerican Annals of the Deaf
Issue number4
StatePublished - 2009

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Speech and Hearing


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