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Decoding Sound: Enhancing Reading Skills for Deaf and Hard-of-Hearing Children

Decoding Sound

Enhancing Reading Skills for Deaf and Hard-of-Hearing Children

by Urszula Glogowska

Developing reading skills in deaf and hard-of-hearing (D/HH) children involves more than just recognizing letters and words—it requires bridging the gap between visual cues and phonemic awareness. Traditional reading instruction often emphasizes auditory elements, which can pose challenges for deaf or hard-of-hearing (D/HH) learners. However, with tailored strategies and tools, these children can achieve literacy milestones comparable to their hearing peers.

1. Visual Phonics: Bridging the Sound-Symbol Gap

Visual Phonics is a system that assigns unique hand shapes and written symbols to represent speech sounds. This approach helps D/HH children associate written letters with their corresponding phonemes, thereby enhancing phonemic awareness. Research indicates that consistent use of Visual Phonics improves reading fluency, decoding skills, and spelling in D/HH students.

Example: At Heathlands School, educators utilize Visual Phonics to support deaf and hard-of-hearing (D/HH) students in recognizing and producing speech sounds through visual cues, thereby enhancing their reading and spelling skills.

Learn more:

• Visual Phonics https://www.pattan.net/Videos/15-Introduction-to-See-the-Sound-Visual-Phonics-20

2. Cued Speech: Enhancing Speechreading and Literacy

Cued Speech utilizes hand shapes and placements near the mouth to visually distinguish phonemes that look similar on the lips. This method supports children who are deaf or hard of hearing (D/HH) in developing phonemic awareness and decoding skills, facilitating a clearer understanding of spoken language through visual cues.

Example: In classrooms where Cued Speech is implemented, deaf or hard-of-hearing (D/HH) students can more accurately perceive and differentiate between phonemes, leading to improved reading and spelling skills.

Learn more:

• Cued Speech – Wikipedia
• Start Cueing – National Cued Speech Association

3. Multisensory Approaches: Engaging Multiple Senses

Incorporating multisensory activities, such as tactile games, sign language, and visual storytelling, can reinforce reading concepts. For instance, using flashcards with colors and textures can help deaf or hard-of-hearing (D/HH) children associate sounds with symbols, making the learning process more interactive and engaging.

Example: Teachers use textured flashcards and sign language to help deaf or hard-of-hearing (D/HH) students connect visual symbols with their meanings, thereby enhancing their reading comprehension.

Learn more:

• Multisensory Structured Language Teaching for Children with Hearing Loss – Hearing Health & Technology Matters

4. Bilingual-Bimodal Education: Integrating Sign Language and Written English

A bilingual-bimodal approach, combining American Sign Language (ASL) and written English, provides deaf and hard-of-hearing (D/HH) children with a robust language foundation. This method supports cognitive development and literacy by allowing children to access both visual and written forms of language, promoting a deeper understanding of reading materials.

Example: Schools that implement bilingual-bimodal education report higher literacy rates among deaf and hard-of-hearing (D/HH) students, as they can access language through both American Sign Language (ASL) and written English.

Learn more:

• Position Statement on ASL and English Bilingual Education – National Association of the Deaf

5. Interactive Storytelling and Technology Integration

Utilizing digital platforms that offer interactive storytelling can enhance reading experiences for children who are deaf or hard of hearing (D/HH). For instance, applications that provide stories in both American Sign Language (ASL) and English allow children to engage with content in multiple formats, thereby reinforcing comprehension and vocabulary acquisition.

Example: Applications like VL2 Storybook Apps offer interactive stories in both American Sign Language (ASL) and English, allowing deaf and hard-of-hearing (D/HH) children to engage with content in multiple formats, thereby reinforcing comprehension and vocabulary acquisition.

Learn more:

• VL2 Storybook Apps – Gallaudet University
• MedEd Connections – Literacy for DHH Students – Deaf and Blind Outreach

6. Early Exposure and Consistent Practice

Early and consistent exposure to reading materials is crucial. Engaging in daily reading routines, using books with repetitive text and clear illustrations, can help deaf or hard-of-hearing (D/HH) children develop familiarity with language structures and vocabulary. Additionally, incorporating sign language into reading activities can further support language acquisition and literacy development.

Example: Parents and educators who read daily with deaf or hard-of-hearing (D/HH) children, using sign language and visual aids, observe significant improvements in the children's reading skills over time.

Learn more:

• Reading Together: Tips for Parents of Children with Hearing Loss or Deafness – Reading Rockets

While deaf or hard-of-hearing (D/HH) children may face unique challenges in reading development, employing specialized strategies, such as Visual Phonics, Cued Speech, and bilingual education, can significantly enhance their literacy skills. By integrating these approaches, educators and parents can provide D/HH children with the tools they need to succeed in reading and beyond.

Core VS Fringe Words

Why it is important to teach core and fringe word? What’s the difference?

Core vocabulary includes words such as:

• Verbs (go, play, look, want, go, etc.)
• Pronouns (I, you, we, they)
• Helping verbs (is, am, etc.)
• modifiers (more, all done, that)
• Location words (in, on, up, down, etc.) 

An example of what words/categories fringe vocabulary might include:

• Colors (red, orange, yellow, etc.)
• Toys (ball, blocks, puzzle, etc.)
• Food (water, juice, muffins, apples, etc.)
• Social (hello, goodbye, or custom pre-programmed greetings “How are you?”, etc.)
• Read (book, newspaper, turn the page, etc.)

https://crawlwalkjumprun.com/what-is-core-vocabulary-vs-fringe-vocabulary/

Core Vocabulary

• High frequency words that can be used in a variety of situations and with various communication partners
• Make up about 75-80% of the words we use everyday
• You cannot form a sentence without using core words
• You can create a sentence using only core words
• Often more difficult to visualize
• Usually includes pronouns, helping verbs, prepositions, articles, and common verbs
• Examples include – I, he/she, like, play, have, on, open, help, more, can, do, it
• Sentences using only core vocabulary – “I like to play”, “I need help”, “you can do it”

Fringe Vocabulary

• Words more specific to a situation – mostly nouns
• Cannot be used across a variety of situations
• Cannot form a sentence with only fridge words
• Can visualize the fringe vocabulary words
• Examples include “pig”, “school”, “teacher”, “pizza”, “TV”, “dinosaurs”

https://theautismhelper.com/core-and-fringe-vocabulary-what-it-is-how-to-use-it/

More info:

https://www.beyondwordsslt.co.nz/making-sense-of-core-and-fringe-vocabulary/