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A Syllable Segmentation, Letter-Sound, and Initial-Sound Intervention with Students Who Are Deaf or Hard of Hearing and Use Sign Language
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Tucci, Stacey L.; Easterbrooks, Susan R. – Journal of Special Education, 2015
This study investigated children's acquisition of three aspects of an early literacy curriculum, "Foundations for Literacy" ("Foundations"), designed specifically for prekindergarten students who are deaf or hard of hearing (DHH): syllable segmentation, identification of letter-sound correspondences, and initial-sound…
Descriptors: Deafness, Partial Hearing, Preschool Children, Sign Language
"Foundations for Literacy": An Early Literacy Intervention for Deaf and Hard-of-Hearing Children
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Lederberg, Amy R.; Miller, Elizabeth M.; Easterbrooks, Susan R.; Connor, Carol McDonald – Journal of Deaf Studies and Deaf Education, 2014
The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented "Foundations for Literacy" with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used…
Descriptors: Deafness, Partial Hearing, Children, Control Groups
Grapheme-Phoneme Acquisition of Deaf Preschoolers
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Beal-Alvarez, Jennifer S.; Lederberg, Amy R.; Easterbrooks, Susan R. – Journal of Deaf Studies and Deaf Education, 2012
We examined acquisition of grapheme-phoneme correspondences by 4 deaf and hard-of-hearing preschoolers using instruction from a curriculum designed specifically for this population supplemented by Visual Phonics. Learning was documented through a multiple baseline across content design as well as descriptive analyses. Preschoolers who used sign…
Descriptors: Phoneme Grapheme Correspondence, Deafness, Hearing Impairments, Preschool Children
An Examination of Twenty Literacy, Science, and Mathematics Practices Used to Educate Students Who Are Deaf or Hard of Hearing
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Easterbrooks, Susan R.; Stephenson, Brenda – American Annals of the Deaf, 2006
The results of a multistep process to begin identifying best practices in deaf education are presented. To identify current practices, a survey was conducted of the literature, the Web sites of professional organizations, and states' education Web sites, which yielded a number of commonly discussed practices. Ten of the more highly cited practices…
Descriptors: Partial Hearing, Mathematics Instruction, Internet, Deafness