Our research suggests that DHH children make educationally meaningful gains in all areas taught. Teachers have taught Foundations to over 100 DHH children. Those children made significantly larger gains on phonological awareness, alphabetic knowledge, vocabulary, and story comprehension than DHH children in comparison groups. Children’s standard scores in vocabulary, phonological awareness, and alphabetic knowledge increased on average 9 to 10 points.
See our publications for more information about research with Foundations for Literacy.
Research about Foundations for Literacy
Click each title to download PDFs for the articles below.
Lederberg, A .R.. & Easterbrooks, S. E., Tucci, S., Burke, V. & Goldberg, H. (2016). Effective intervention strategies for teaching early literacy skills to deaf children with cochlear implants. Proceedings of the Annual Symposium of the American Cochlear Implant Alliance. Cochlear Implants International, 17(5), 211-237.
Lederberg, A. R., Miller, E. M., Easterbrooks, S. R., & Connor, C. M. (2014). Foundations for Literacy: An early literacy intervention for deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 19(4), 438-455. doi: 10.1093/deafed/enu022 | Abstract
Miller, E. M.., Lederberg, A.R., & Easterbrooks, S. R. (2013). Phonological awareness: Explicit instruction of young deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 18, 206-227.
Beal-Alvarez, J. S., Lederberg, A. R., & Easterbrooks, S. R. (2012). Grapheme–phoneme acquisition of deaf preschoolers. Journal of Deaf Studies and Deaf Education, 17(1), 39-60. doi:10.1093/deafed/enr030
Bergeron, J. P., Lederberg, A. R., Easterbrooks, S. R., Miller, E. M., & Connor, C. M. (2009). Building the alphabetic principle in young children who are deaf or hard of hearing. Volta Review, 109(2-3), 87-119.