Date of Defense
Date of Graduation
Speech Pathology and Audiology
Approaching literacy instruction for children who are deaf and hard of hearing is one of the most significant challenges within global education because there are various evidence-based theories in the literature as to why children who are deaf and hard of hearing often manifest impaired reading abilities compared to children with normal hearing, and how they may acquire literacy skills differently. This study aims to identify agreements within the literature regarding the role of phonological awareness in literacy acquisition for children who are deaf and hard of hearing, and how tools such as the Verbotonal method of auditory therapy may be used to help children access phonological information. The theoretical framework of ethnomethodology guided the work in this study as participatory observations and ethnographic interviews were the tools used to verify conclusions drawn upon in the literature review. Through the analysis of the data for this study, it was concluded that phonological sensitivity is necessary for children who are deaf and hard of hearing to develop emergent literacy.
Rambeau, Jazmin, "Bridging Theories of Phonological Awareness for Deaf and Hard of Hearing Children: Perspectives from Verbotonal Specialists in the United States" (2015). Honors Theses. 2587.
Honors Thesis-Open Access