Abstract
This study examined the effectiveness of the graphic representation of signs in developing word identification skills for hearing impaired beginning readers. Twenty prelingually deaf students ranging in age from 6 years to 8 years, 11 months participated in two reading tasks: a word identification task and an immediate retention task. In the word identification task, two word lists were used 2 weeks apart: print plus sign (PS) and print only (PO). Students performed better in the PS condition than in the PO condition. In order to evaluate immediate retention, one word list in print-only form was administered to the students twice, once after the PS condition (PSR) and once after the PO condition (POR). Students retained more words following the PS condition.
Published Version
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