An evaluation of an intervention using sign language and multi-sensory coding to support word learning and reading comprehension of deaf signing children
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Date
2013
Authors
Van Staden, Annalene
Journal Title
Journal ISSN
Volume Title
Publisher
SAGE Publications
Abstract
The reading skills of many deaf children lag several years behind those of hearing children,
and there is a need for identifying reading difficulties and implementing effective reading
support strategies in this population. This study embraces a balanced reading approach, and
investigates the efficacy of applying multi-sensory coding strategies and reading scaffolding to
facilitate elementary phase deaf readers’ reading development. Sign language – in combination
with multiple visual, tactile and kinaesthetic coding strategies and reading scaffolding techniques
– was used to facilitate literacy and vocabulary development. Participants were 64 children,
diagnosed with severe to profound bilateral hearing loss and aged from 6;03 to 11;08 years
(mean age 9.37 years). Participants were randomly assigned to an experimental and a control
group. There were no significant differences between the groups pre-intervention on measures
of sight word fluency, word recognition, receptive and expressive vocabulary knowledge and
reading comprehension. Results demonstrated a significant increase in reading and vocabulary
skills of deaf readers who received the balanced reading approach intervention, as compared
to the control group who received usual classroom instruction. The article concludes with a
discussion of the theoretical and pedagogical implications these findings have for deaf children’s
reading and literacy development.
Description
Keywords
Balanced reading approach, Deaf signing children, Multi-sensory coding, Reading development, Sign language
Citation
Van Staden, A. (2013). An evaluation of an intervention using sign language and multi-sensory coding to support word learning and reading comprehension of deaf signing children. Child Language Teaching and Therapy, 29(3), 305-318.