Date of Defense


Date of Graduation



Speech Pathology and Audiology

First Advisor

Yvette Hyter

Second Advisor

Teresa Crumpton

Third Advisor

Susan Piazza


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.

Access Setting

Honors Thesis-Open Access

Thesis Powerpoint.pdf (1398 kB)
Defense Presentation