{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,2]],"date-time":"2026-10-02T01:33:34Z","timestamp":1790904814613,"version":"4.1.0"},"reference-count":77,"publisher":"Oxford University Press (OUP)","issue":"4","license":[{"start":{"date-parts":[[2022,7,7]],"date-time":"2022-07-07T00:00:00Z","timestamp":1657152000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/journals\/pages\/open_access\/funder_policies\/chorus\/standard_publication_model"}],"funder":[{"DOI":"10.13039\/100005246","name":"Institute of Education Sciences","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100005246","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100000138","name":"U.S. Department of Education","doi-asserted-by":"publisher","award":["#R324C120001"],"award-info":[{"award-number":["#R324C120001"]}],"id":[{"id":"10.13039\/100000138","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2022,9,15]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>Despite the fact that children\u2019s word reading and spelling skills are crucial for developing text-level comprehension and composition, little is known about what teachers do in classrooms to promote deaf and hard-of-hearing (DHH) students\u2019 learning of word reading and spelling. This observational study examined strategies teachers of DHH students used when teaching word reading and spelling to DHH students who used spoken English. One day of language arts instruction in 23 kindergartens through second-grade classrooms was observed. Teachers\u2019 word-level instruction was coded. Results indicated that teachers spent substantially more time on word-level instruction during decoding and encoding contexts than they did during text reading and writing contexts. In addition, differences were found in teachers\u2019 use of strategies depending on the instructional contexts. Teachers utilized phonological strategies considerably more frequently than any other strategy in their word-level instruction.<\/jats:p>","DOI":"10.1093\/deafed\/enac022","type":"journal-article","created":{"date-parts":[[2022,7,7]],"date-time":"2022-07-07T21:27:05Z","timestamp":1657229225000},"page":"453-467","source":"Crossref","is-referenced-by-count":5,"title":["Word-Level Instruction for Deaf and Hard-of-Hearing Students: An Observation Study"],"prefix":"10.1093","volume":"27","author":[{"given":"Ki Young","family":"Kang","sequence":"first","affiliation":[{"name":"Department of Learning Sciences, Georgia State University , Atlanta, GA, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amy R","family":"Lederberg","sequence":"additional","affiliation":[{"name":"Department of Learning Sciences, Georgia State University , Atlanta, GA, 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