Implementing the teaching handwriting, reading and spelling skills programme with an intermediate phase deaf Gauteng learner using the spoken language approach

• Main Author: Mumford, Vivien Patricia
• Other Authors: Hugo, Anna Johanna, 1947-
• Format: Others
• Language: en
• Published: 2013
• Subjects: Alphabetic Principle; Articulation; Collaborative co-teaching; Cued Speech; Deafness; Inclusion; Language acquisition; Phonology; Phonological awareness; Phonemic awareness; Phonics; Phoneme Machine; Reading; Spelling; Spoken language approach; THRASS; 371.9126096822; English language > Study and teaching (Elementary) > South Africa > Gauteng > Case studies; Deaf children > Education > South Africa > Gauteng > Case studies; Inclusive education > South Africa > Gauteng > Case studies
• Online Access: http://hdl.handle.net/10500/11896

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)