Defense Date
6-6-2025
Graduation Date
Summer 8-8-2025
Availability
Immediate Access
Submission Type
thesis
Degree Name
MS
Department
Speech-Language Pathology (SLP)
School
Rangos School of Health Sciences
Committee Chair
Abigail Delehanty
Committee Member
Lori Marra
Committee Member
Seth Tichenor
Committee Member
Susan Snyder
Keywords
deaf, hard of hearing, literacy, phonological awareness, American Sign Language, accessibility
Abstract
Minimal auditory input can impact phonological awareness skill acquisition in d/Deaf and hard of hearing (DHH) students. Teachers of the Deaf and speech-language pathologists can assess and instruct DHH students through methods tailored to their needs, but research on effective strategies is limited. This study explores the development and implementation of a linguistically and culturally inclusive set of phonological awareness tasks for DHH students at Western Pennsylvania School for the Deaf (WPSD). Tasks investigate phonological awareness in spoken English (i.e., rhyming, sound matching, blending, etc.) and American Sign Language (i.e., ASL parameters) for nine DHH students. Results indicate the feasibility of the tasks and provide insight into common phonological awareness errors amongst DHH students.
Language
English
Recommended Citation
Tuddenham, S. (2025). An Implementation Study of Phonological Awareness Assessment Tasks for Literacy Development in d/Deaf and Hard of Hearing Students (Master's thesis, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2363