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 | |
| State | Published - 2009 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Speech and Hearing
Fingerprint
Dive into the research topics of 'Phonology and reading: A response to Wang, Trezek, Luckner, and Paul'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver