a. The Role of a Phonological Awareness in Reading Development Phonology is one of the most important components of a language. It is called building blocks of a language, and individuals must be able to access its phonology to learn the language. Phonology means the rules of sounds in the spoken language or the rules of hand movements in the sign language (Paul & Whitelaw, 2011). Phonology is fundamental for the development of reading skills. Acquiring phonology can lead to raising up comprehension, language structures and vocabulary knowledge (Paul, Wang, & Williams, 2013). The rest of this section is discussing the role of phonological awareness with three major frameworks.
1. Simple View of Reading According to SVR, reading (R) is …show more content…
With the synthesis of several studies, they found a correlational relationship with decoding and linguistic comprehension to reading comprehension, and summarized that decoding and linguistic comprehension are unrelated; however, both related to reading comprehension. During the early grades correlation between decoding and reading comprehension is stronger than linguistic comprehension, but in the later grades the relationship between linguistic comprehension and reading comprehension becomes stronger. The SVR has scientific support from several studies, and the decoding has an important emphasis on phonemic awareness, and other phonological processes (Paul, Wang, & Williams, …show more content…
Alphabetic principle required systematic, explicit, and direct phonemic awareness and phonics instruction. Phonemic awareness and letter knowledge are strong predictors of reading achievement (NRP, 2000). Phonological skills are associated with higher levels of reading for d/Dhh students. The research suggests that skilled deaf readers used phonological coding (Hanson, 1989; Leybaert, 2005; Paul et al., 2013; Perfetti & Sandak; 2000; Schirmer & McGough, 2005). Phonological awareness development of d/Dhh students follows the same sequence of skill development as that typically developing literacy learners (Paul & Wang, 2012; Paul et al., 2013; Wang et al., 2008) whereas the development is slow or delayed. The role of the phonological processor in learning to read is well documented (Adams, 1990). However, traditional instruction which is based on speech and hearing is not helping students who are d/Dhh. Phonological instruction does not need to be depends on speech intelligibility and hearing (Hanson, 1989; Leybaert, 2005; Paul & Wang, 2012). Alternative means of instruction like Visual Phonics and Cued Speech may be the key to improve English reading skills of students who are
1. Simple View of Reading According to SVR, reading (R) is …show more content…
With the synthesis of several studies, they found a correlational relationship with decoding and linguistic comprehension to reading comprehension, and summarized that decoding and linguistic comprehension are unrelated; however, both related to reading comprehension. During the early grades correlation between decoding and reading comprehension is stronger than linguistic comprehension, but in the later grades the relationship between linguistic comprehension and reading comprehension becomes stronger. The SVR has scientific support from several studies, and the decoding has an important emphasis on phonemic awareness, and other phonological processes (Paul, Wang, & Williams, …show more content…
Alphabetic principle required systematic, explicit, and direct phonemic awareness and phonics instruction. Phonemic awareness and letter knowledge are strong predictors of reading achievement (NRP, 2000). Phonological skills are associated with higher levels of reading for d/Dhh students. The research suggests that skilled deaf readers used phonological coding (Hanson, 1989; Leybaert, 2005; Paul et al., 2013; Perfetti & Sandak; 2000; Schirmer & McGough, 2005). Phonological awareness development of d/Dhh students follows the same sequence of skill development as that typically developing literacy learners (Paul & Wang, 2012; Paul et al., 2013; Wang et al., 2008) whereas the development is slow or delayed. The role of the phonological processor in learning to read is well documented (Adams, 1990). However, traditional instruction which is based on speech and hearing is not helping students who are d/Dhh. Phonological instruction does not need to be depends on speech intelligibility and hearing (Hanson, 1989; Leybaert, 2005; Paul & Wang, 2012). Alternative means of instruction like Visual Phonics and Cued Speech may be the key to improve English reading skills of students who are