- About
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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 2 of 2 (0.04 seconds)Spelling suggestions: "subject:"spoken language approach"" "subject:"epoken language approach""
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Implementing the teaching handwriting, reading and spelling skills programme with an intermediate phase deaf Gauteng learner using the spoken language approachMumford, Vivien Patricia 01 1900 (has links)
The rationale for this study was to investigate the implementation of the THRASS literacy programme on a deaf learner who uses the spoken language approach. Particular emphasis was given to the role played by the Phoneme Machine together with Cued Speech.
THRASS focuses on phoneme-grapheme correspondence by explicit phonics instruction to develop word analysis and recognition skills. Cued Speech is used as an instructional tool to facilitate visual access to auditory-based phonology.
The research was framed within the Interpretivist paradigm and a qualitative case study design predominated, although the launch and landing of the study was quantitative in nature.
The findings indicated that the auditory-based phonology of the English language may be accessed by a deaf learner, when supported by a visual instructional tool such as Cued Speech in synchronicity with speech-reading, to develop print literacy skills.
This study opens the gateway to further enquiry on enhancing deaf literacy levels. / Inclusive Education / M. Ed. (Inclusive Education)
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| 2 |
Implementing the teaching handwriting, reading and spelling skills programme with an intermediate phase deaf Gauteng learner using the spoken language approachMumford, Vivien Patricia 01 1900 (has links)
The rationale for this study was to investigate the implementation of the THRASS literacy programme on a deaf learner who uses the spoken language approach. Particular emphasis was given to the role played by the Phoneme Machine together with Cued Speech.
THRASS focuses on phoneme-grapheme correspondence by explicit phonics instruction to develop word analysis and recognition skills. Cued Speech is used as an instructional tool to facilitate visual access to auditory-based phonology.
The research was framed within the Interpretivist paradigm and a qualitative case study design predominated, although the launch and landing of the study was quantitative in nature.
The findings indicated that the auditory-based phonology of the English language may be accessed by a deaf learner, when supported by a visual instructional tool such as Cued Speech in synchronicity with speech-reading, to develop print literacy skills.
This study opens the gateway to further enquiry on enhancing deaf literacy levels. / Inclusive Education / M. Ed. (Inclusive Education)
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