Decoded Read: A Literature Review

decode print (Hirshorn, Dye, Hauser, Supalla, & Bavelier, 2015). Decoded print relies on oral language and vocabulary that are essential components for reading comprehension. As a main factor for mastery in early reading skills, phonological awareness skills at the word level is a critical milestone in the development of reading (Hirshorn et al., 2015). For hearing children to become proficient and successful readers, they need early skill abilities that include foundational phonological awareness (DesJardin et al., 2009).
If one considers the normal trajectory of children, it is understandable the increased difficulty for children with a hearing loss when it comes to literacy (Schirmer & McGough, 2005). Literacy achievement continues to be difficult for deaf and hard of hearing children compared to their hearing peers. There has been considerable advancement in hearing technologies including cochlear implants, updated hearing aids, and sound amplification systems that has contributed to the progression of intervention for deaf and hard of hearing children (Harris, 2015). In spite of this, some children still are considered to be at a disadvantage due to their functional hearing loss due to lack of access to appropriate amplification and/or early intervention, as well as many other cognitive and environmental factors. Early language
In fact, this topic should be of great concern for SLPs because of their role in early intervention and school related services. The American Speech-Language Hearing Association’s (ASHA) practice policy includes literacy in a relatively new scope of practice, and the role of SLPs in providing interventions for children who are deaf, which included language and literacy concepts (ASHA,