PROMOTING ALPHABETIC SKILLS OF YOUNG CHILDREN WITH HEARING LOSS IN CO-ENROLLMENT VERSUS INDIVIDUAL INCLUSION

dc.creator	DORIT ARAM
dc.creator	SARA INGBER
dc.creator	SMADAR KONKOL
dc.date	2010-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:15Z
dc.date.available	2015-08-12T11:18:15Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/9d19163895a64c5c990ac19756f5fe5f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26771
dc.description	The study assessed the efficacy of an early literacy intervention for 79 children ages 5-6 years withprelingual hearing loss (HL) who all functioned auditorily, using appropriate devices. Teachers andspeech therapists administered an 8-month-long intervention in preschools through two alphabetic sessionsand one storybook-reading session per week. Alphabetic sessions involved games and activities thatencouraged letter knowledge, phonological awareness, and functional writing. Storybook-reading sessionsutilized children’s books to discuss central concepts and ideas via games and creative activities. Thestudy compared two educational inclusion tracks: individual inclusion (a single student with HL fullyintegrated into a regular classroom) and co-enrollment (a group of students with HL partially integratedinto a regular classroom and co-taught by a regular teacher and a special education teacher). Anothergroup of children with HL studying in a co-enrollment track served as a control group. Children’s alphabeticskills (letter naming, orthographic awareness, phonological awareness, and word writing) wereassessed at pretest and posttest. Results showed that participants progressed more in the interventiongroups than in the control group on phonological awareness and word writing, regardless of inclusiontrack. Interestingly, the two intervention groups did not differ in their progress.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=340
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 10, Iss 1, Pp 139-165 (2010)
dc.subject	early literacy intervention
dc.subject	letter knowledge
dc.subject	phonological awareness
dc.subject	functional writing
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	PROMOTING ALPHABETIC SKILLS OF YOUNG CHILDREN WITH HEARING LOSS IN CO-ENROLLMENT VERSUS INDIVIDUAL INCLUSION
dc.type	article