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.

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