Developing the Phonemic Awareness of Students Who Are Hard of Hearing and Have Dyslexia

Autor/in	Alajlan, Mohammed Saleh
Titel	Developing the Phonemic Awareness of Students Who Are Hard of Hearing and Have Dyslexia
Quelle	In: International Education Studies, 14 (2021) 12, S.72-77 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Phonemic Awareness; Students with Disabilities; Hearing Impairments; Dyslexia; English Language Learners; English (Second Language); Second Language Learning; Elementary School Students; Immigrants; Colorado + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hearing impairment; Hörbehinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten
Abstract	The term "phonemic awareness" refers to the ability to not only recognize that language is composed of distinct sounds but also the ability to manipulate those verbalized components of words. It is an essential element of reading, which also affects writing, since the two skills are complementary. English Language Learners (ELLs) and students with dyslexia struggle with phonemic awareness as do hard-of-hearing students. The combination of these characteristics tends to intensify the problems these students have and the support they require, which in turn necessitates awareness on the part of teachers and other education professionals. In this study, "synthetic phonics" and "stretched segmenting" are used to develop the phonemic awareness of a hard-of-hearing ELL student diagnosed with dyslexia. This single case study found both strategies to be effective in supporting the subject student. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01