Date of Award
Open Access Thesis
Communication Sciences and Disorders
Norman J. Arnold School of Public Health
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.
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