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dc.contributor.advisorBedore, Lisa M.en
dc.contributor.committeeMemberQuinto-Pozos, Daviden
dc.contributor.committeeMemberNericcio, Mary Aen
dc.creatorAdell, Juliaen
dc.date.accessioned2015-10-20T17:19:22Zen
dc.date.accessioned2018-01-22T22:28:32Z
dc.date.available2015-10-20T17:19:22Zen
dc.date.available2018-01-22T22:28:32Z
dc.date.issued2015-05en
dc.date.submittedMay 2015en
dc.identifierdoi:10.15781/T2GW3Hen
dc.identifier.urihttp://hdl.handle.net/2152/31813en
dc.descriptiontexten
dc.description.abstractPurpose: This study examined the efficacy of a phonological intervention that utilized the core vocabulary approach with a deaf, signing, late first language (L1) learner. The primary emphasis of this project was to attempt to demonstrate comparable success in word learning resulting from a sign language intervention modeled after a spoken language phonological intervention with a deaf adult sign language user. Method: Participant is a 32-year-old deaf female who had not been exposed to any formal sign language until age 31. Treatment utilized a core vocabulary approach that targeted phonological awareness tasks of increasing complexity. Independent and unique real-word productions were coded to track the participant's growing lexicon. Results: Accuracy within each treatment probe indicates improved word-knowledge and remediation of consistent phonological errors. Overall cumulative lexical growth exhibits efficacy of the phonological treatment approach as a means for word learning. Post-treatment baseline cognitive and linguistic measurements indicate valid experimental control as they remained at pre-treatment baseline levels. Conclusions: A phonological intervention in the signed modality is efficacious with an adult, deaf, late first-language learner as a means for word learning.en
dc.format.mimetypeapplication/pdfen
dc.subjectPhonological interventionen
dc.subjectLanguage teachingen
dc.subjectLanguage interventionen
dc.subjectCase studyen
dc.subjectDeafen
dc.subjectSign languageen
dc.subjectASLen
dc.subjectWord learningen
dc.subjectMinimal pairsen
dc.subjectABC-storiesen
dc.titlePhonological intervention as a means for word learning : a cross-modal case studyen
dc.typeThesisen
dc.description.departmentCommunication Sciences and Disordersen
dc.date.updated2015-10-20T17:19:22Zen


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