Date of Award


Document Type


Degree Name

Philosophy (Ph.D)


Education Specialties

First Advisor

Michael Sampson

Second Advisor

Maria Mello

Third Advisor

Aly McDowell


An inequality in literacy rates exists between deaf children and their hearing peers. Research indicates that visual phonic interventions such as Visual Phonics used alongside a phonics program enhances grapheme-phoneme correspondence. That practice in turn improves overall literacy achievement. However, as rates deaf literacy continue to lag ongoing research indicates that teachers may be ill prepared to use research-based interventions. This study seeks to identify the frequency of teacher implementation of Visual Phonics interventions as well as their exposure to these interventions via teacher education and professional development. This study will investigate if the presence of these elements by using data collected through online surveys of educators of the deaf who have received Visual Phonics training.