There is not general consensus on best practice for assessment and intervention of phonological awareness (PA) for children who are D/deaf or hard of hearing (D/dhh). The current study surveyed the PA practices of teachers of the deaf and speech-language pathologists to explore perceptions of PA importance, familiarity, and helpfulness related to assessment and intervention approaches used when working with children who are D/dhh. Survey responses from speech-language pathologists (n = 80) and teachers of the deaf (n = 94) indicated that the majority of respondents perceive PA to be important to literacy instruction with children who are deaf or hard of hearing. Notably there was a significantly higher average PA importance rating for literacy instruction with children with typical hearing than the PA importance rating for children who were D/dhh. There was wide variability in reported PA assessment and intervention practices. Participants reported using some assessments that included explicit items or subtests for PA including the following: Clinical Evaluation of Language Fundamentals, Comprehensive Test of Phonological Processing, and the Dynamic Indicators of Basic Early Literacy Skills. There was not general consensus on a particular instructional method or approach to support literacy development.

中文翻译：

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D/聋或听力障碍儿童的语音意识评估和干预实践

对于 D/耳聋或听力障碍 (D/dhh) 儿童语音意识 (PA) 的评估和干预的最佳实践尚未达成普遍共识。当前的研究调查了聋人教师和语言病理学家的 PA 实践，以探讨对与 D/dhh 儿童一起工作时使用的评估和干预方法相关的 PA 重要性、熟悉度和帮助的看法。来自语言病理学家 (n = 80) 和聋人教师 (n = 94) 的调查回复表明，大多数受访者认为 PA 对耳聋或听力障碍儿童的识字教学很重要。值得注意的是，具有典型听力的儿童的识字教学的平均 PA 重要性等级明显高于 D/dhh 儿童的 PA 重要性等级。报告的 PA 评估和干预实践存在很大差异。参与者报告使用了一些评估，其中包括 PA 的明确项目或子测试，包括以下内容：语言基础的临床评估、语音处理的综合测试和基本早期识字技能的动态指标。对支持读写能力发展的特定教学方法或方法没有达成普遍共识。