Spelling: Why explicit instruction is a critical component of literacy intervention for children who are deaf or hard of hearing

Heather Grantham

doi:10.1093/oxfordhb/9780197508268.013.21

Spelling: Why explicit instruction is a critical component of literacy intervention for children who are deaf or hard of hearing

Heather Grantham

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Scopus citations

Abstract

Spelling is an often-overlooked aspect of literacy, receiving less instructional time in classrooms than decoding, fluency, or reading comprehension skills. This chapter describes why spelling intervention-particularly explicit and systematic instruction-is necessary for successful overall reading development of students who are at risk for delay, specifically children who are deaf or hard of hearing (DHH). An overview of current research on spelling development in children who are deaf is presented, as well as what we know about the efficacy of spelling interventions in this and other populations. Based on this research, suggestions are made on how best to teach DHH children how to tackle the seemingly chaotic English orthographic system.

Original language	English
Title of host publication	The Oxford Handbook of Deaf Studies in Literacy
Publisher	Oxford University Press
Pages	297-307
Number of pages	11
ISBN (Electronic)	9780197508268
DOIs	https://doi.org/10.1093/oxfordhb/9780197508268.013.21
State	Published - Jan 1 2020

Keywords

Deaf
Hearing loss
Orthographic knowledge
Phonemic awareness
Spelling development
Spelling interventions

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10.1093/oxfordhb/9780197508268.013.21

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abstract = "Spelling is an often-overlooked aspect of literacy, receiving less instructional time in classrooms than decoding, fluency, or reading comprehension skills. This chapter describes why spelling intervention-particularly explicit and systematic instruction-is necessary for successful overall reading development of students who are at risk for delay, specifically children who are deaf or hard of hearing (DHH). An overview of current research on spelling development in children who are deaf is presented, as well as what we know about the efficacy of spelling interventions in this and other populations. Based on this research, suggestions are made on how best to teach DHH children how to tackle the seemingly chaotic English orthographic system.",

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Spelling: Why explicit instruction is a critical component of literacy intervention for children who are deaf or hard of hearing

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Keywords

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