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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/11896 |
| Date | 01 1900 |
| Creators | Mumford, Vivien Patricia |
| Contributors | Hugo, Anna Johanna, 1947- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xi, 263 leaves) : col. ill. |
| Rights | University of South Africa |
Page generated in 0.0129 seconds