Vocabulary

Abstract

Abstract Chapter 4 presents a review of making meaning through word decoding and encoding when reading and writing print. The first section includes phonological decoding (signed and spoken), phonology, phonemic awareness, letter-sound correspondence, fingerspelling, working memory, and a review of phonological decoding and deaf and hard-of-hearing (DHH) learners. Similarly, making meaning through morphological, structural, and contextual decoding follow. Evidence-based instructional strategies are embedded across these areas of decoding. Case vignettes demonstrate the use of lexicalized fingerspelling, the semantic association strategy, and the use of context clues when reading with diverse DHH learners.