English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

The purpose of the present study was to examine the results of implementing remedial instruction in the alphabetic principle with deaf and hard-of-hearing (DHH) students educated in a sign bilingual setting. Data were analyzed in 2 phases, with the first using paired-sample t tests and Pearson correlations and the second phase employing structural equation modeling. Results indicate that study participants (N = 127) from a range of grade placements, with various degrees of hearing loss, and including those with additional disabilities, can acquire an understanding of the alphabetic principle, apply this knowledge to the reading of words, and demonstrate generalization of skills through a pseudo word decoding task. Given the ongoing debates regarding the relevance of phonologically based instruction for DHH learners, the findings of this investigation will also serve to address some of the misconceptions regarding the instructional methods and strategies employed in interventions of this type.

Implementing Instruction in the Alphabetic Principle Within a Sign Bilingual Setting