Phonological intervention as a means for word learning : a cross-modal case study
dc.contributor.advisor | Bedore, Lisa M. | en |
dc.contributor.committeeMember | Quinto-Pozos, David | en |
dc.contributor.committeeMember | Nericcio, Mary A | en |
dc.creator | Adell, Julia | en |
dc.date.accessioned | 2015-10-20T17:19:22Z | en |
dc.date.accessioned | 2018-01-22T22:28:32Z | |
dc.date.available | 2015-10-20T17:19:22Z | en |
dc.date.available | 2018-01-22T22:28:32Z | |
dc.date.issued | 2015-05 | en |
dc.date.submitted | May 2015 | en |
dc.date.updated | 2015-10-20T17:19:22Z | en |
dc.description | text | en |
dc.description.abstract | Purpose: 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.description.department | Communication Sciences and Disorders | en |
dc.format.mimetype | application/pdf | en |
dc.identifier | doi:10.15781/T2GW3H | en |
dc.identifier.uri | http://hdl.handle.net/2152/31813 | en |
dc.subject | Phonological intervention | en |
dc.subject | Language teaching | en |
dc.subject | Language intervention | en |
dc.subject | Case study | en |
dc.subject | Deaf | en |
dc.subject | Sign language | en |
dc.subject | ASL | en |
dc.subject | Word learning | en |
dc.subject | Minimal pairs | en |
dc.subject | ABC-stories | en |
dc.title | Phonological intervention as a means for word learning : a cross-modal case study | en |
dc.type | Thesis | en |