Date of Award
2017
Document Type
Open Access Thesis
Department
Communication Sciences and Disorders
Sub-Department
Norman J. Arnold School of Public Health
First Advisor
Krystal Werfel
Abstract
Purpose: The two-fold purpose of this feasibility study was to determine if (a) self-regulated strategy development intervention would improve the writing skills of children with hearing loss and (b) if self-regulated strategy development intervention would improve the reading comprehension skills of children with hearing loss.
Method: One eleven year-old child with bilateral sensorineural hearing loss participated in this single-subject, multiple probe across behaviors design treatment study which examined the effectiveness of using writing intervention to improve reading comprehension in children with hearing loss. The participant completed three seven-week writing interventions focused on narratives, opinion essays, and persuasive essays. Intervention was delivered one-on-one for 60 minutes one day per week.
Results: Comparison of pre- and post-test measures of writing and reading comprehension indicated that the writing intervention was effective for improving narrative and opinion essay writing performance and reading comprehension for the participant.
Conclusions: Self-regulated strategy development writing intervention can be an effective intervention strategy to improve writing, as well as reading comprehension, skills in children with hearing loss.
Rights
© 2017, Jessica Rice
Recommended Citation
Rice, J.(2017). The Effectiveness of Self-Regulated Strategy Development for School-Age Children with Hearing Loss. (Master's thesis). Retrieved from https://scholarcommons.sc.edu/etd/4285