Effects of Phonological Awareness Training on Early Chinese Reading of Children Who Are Deaf and Hard of Hearing

This study investigated the Weds of phonological awareness training en early Chinese reading of young children who were deed aid hard of hearing in Taiwan. Nineteen young children from four intact self-contained classrooms were induded. Statistical analysis was used via a pretest-posttest deign with a contrid group. The wen mental group consisted of 10 children who received instruction in phonological awareness training of the Chinese language the control group) consisted of nine children) who were exposed to the conventioal intervention curriculum for young children who were deaf and hard of hearing in Taiwan. The results indicate that the experimental group outperformed the central group in terms of phonological awareness and thee was a significant difference between these two groups in sentence reading performance