Linked Life Data

19146076

Source:http://linkedlifedata.com/resource/pubmed/id/19146076

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
4
pubmed:dateCreated
2009-1-16
pubmed:abstractText
The article challenges educators to rethink reading instruction practices for students who are deaf or hard of hearing. The authors begin with a discussion of the role of phonology in reading, then summarize the evidence of phonological coding among skilled deaf readers and investigate alternative routes for acquiring phonologically related skills such as the use of speechreading, articulatory feedback, Visual Phonics, and Cued Speech. Finally, they present recent intervention studies and proposed procedures to employ phonics-based instruction with students who are deaf or hard of hearing. The authors conclude with the assertion that the teaching of phonologically related skills by means of instructional tools such as Visual Phonics and Cued Speech can and should be incorporated into reading instruction for students who are deaf or hard of hearing. The authors recommend additional research in this important area.
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:issn
0002-726X
pubmed:author
pubmed:issnType
Print
pubmed:volume
153
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
396-407
pubmed:meshHeading
pubmed:year
2008
pubmed:articleTitle
The role of phonology and phonologically related skills in reading instruction for students who are deaf or hard of hearing.
pubmed:affiliation
Department of Communication Sciences and Disorders, Missouri State University, Springfield, USA.
pubmed:publicationType
Journal Article, Review