Ask Abbey & Friends: Word Recognition Toolkit for Deaf and Hard of Hearing Learners (Full Series)
Expanding from our original Ask Abbey series, this multi-part learning series is designed to provide practical, easy-to-use strategies on how to increase word recognition skills for learners who are Deaf and Hard of Hearing (D/HH). Reading research highlights the importance of phonological awareness, and more specifically phonemic awareness, as an integral component of successful literacy instruction. Students whose primary language is visual still need access to this set of skills to fully unlock the English code and become proficient readers.
- Define the terms fingerspelling and handshapes as they relate to American Sign Language.
- List three ways fingerspelling and/or handshape instruction can be used to build phonological awareness for Deaf and Hard of Hearing students.
- Explain what visual phonics is and who can benefit from this system.
- List three ways visual phonics can be used to build phonological awareness for Deaf and Hard of Hearing students.
- Explain what cued speech is and who can benefit from this system.
- List three ways cued speech can be used to build word recognition skills for Deaf and Hard of Hearing students.
- Abbey Weaver, Itinerant Teacher for the Deaf and Hard of Hearing, Southern Ohio Educational Service Center/Hopewell Center Region 14
- Abby White, Teacher for Deaf and Hard of Hearing students
- Dr. Jennifer Montgomery, Adjunct Associate Professor, Teachers College, Columbia University in the Program in the Education of the Deaf and Hard of Hearing
- Dr. Cathy Rasmussen, Interim Dean, School of Health & Human Services and Director, York Wellness & Rehabilitation Institute, Nazareth College