Reasearch page

Research supporting See the Sound - Visual Phonics

See the Sound - Visual Phonics is solidly supported by a massive body of educational and cognitive research. The usefulness of phonetic instruction is well documented in the literature.

Because See the Sound - Visual Phonics enables students to read meaningful text so quickly it also has many of the advantages of a "whole language" approach to reading.

The See the Sound - Visual Phonics program is multi-sensory. The person hears the sound (auditory), reproduces the feeling of the sound with a hand cue (kinesthetic) and writes a symbol depicting the hand cue (visual).

It goes without saying that the more senses involved in learning, the easier, faster and more permanent the result.

As for the actual research base for See the Sound - Visual Phonics itself, the evidence is positive although less definitive.

From its beginning in 1982 ICLI has conducted in house research to develop and improve its programs. Because we have never been in it for the money we can afford to keep what works and drop what doesn't. In this sense we are a solidly research based program. Few educational programs on the market today have a 29 year history of research and self-improvement.

ICLI has always encouraged independent and rigorous research of its programs. Seeking always to avoid the Hawthorne effect, we have worked with individuals, schools and universities to provide whatever assistance they need in their investigations.

Because See the Sound - Visual Phonics is almost exclusively used in conjunction with other reading and speech programs the research "proof" of its effectiveness can only come from looking at long term benefits over large and diverse populations. The body of literature in this vain is growing.

Below are links to copies of all the studies we know about. If you are aware of other studies please contact us at mail@icli.org and we will add them to the list regardless of positive or negative results. To our knowledge there are no studies comparing See the Sound - Visual Phonics to similar programs because we know of no other program that approaches reading and speech in a similar manner.

We are not in competition educationally or financially with any program. Our only purpose has always been to help people learn to read and speak better, and we are grateful to every teacher and researcher who is doing that, whether they use our programs or not.

Education budgets are tighter than ever. Over the years we have found that See the Sound - Visual Phonics is a very inexpensive way to make these programs on which you have already spent thousands of dollars work a little better.

Please feel free to contact us for any additional clarification.

Research publications

Dave Krupke: What Exactly is Visual Phonics? (2008). Communication Disorders Quarterly, 29, pages 177-182. (http://cdq.sagepub.com/content/29/3/177.full.pdf+html)

Friedman Narr, R.A. (2008). Phonological awareness and decoding in Deaf/Hard of Hearing students who use visual phonics. Journal of Deaf Studies and Deaf Education, 13, 405-416. (http://jdsde.oxfordjournals.org/cgi/content/full/enm064)

Trezek, B., Wang, Y., Woods, D., Gampp, T. L., & Paul, P. V. (2007). Using visual phonics to supplement beginning reading instruction for students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 12, 373-384.
(http://jdsde.oxfordjournals.org/content/12/3/373.full.pdf+html)

Trezek & Wang (2006) Implications of utilizing a phonics-based reading curriculum with children who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 11, 202-213. (http://jdsde.oxfordjournals.org/content/11/2/202.full.pdf+html)

Trezek & Malmgren (2005) The efficacy of utilizing a phonics treatment package with middle school deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 10, 256-271. (http://jdsde.oxfordjournals.org/content/10/3/256.full.pdf+html)

Friedman Narr (2006). Teaching phonological awareness with deaf and hard of hearing students. Teaching Exceptional Children, 38, 53-58.

Kids World Deaf Net: Published article by Bettie Waddy-Smith and Vanessa Wilson

A teacher's "Problem/Solution" paper published


	Research supporting See the Sound - Visual Phonics See the Sound - Visual Phonics is solidly supported by a massive body of educational and cognitive research. The usefulness of phonetic instruction is well documented in the literature. Because See the Sound - Visual Phonics enables students to read meaningful text so quickly it also has many of the advantages of a "whole language" approach to reading. The See the Sound - Visual Phonics program is multi-sensory. The person hears the sound (auditory), reproduces the feeling of the sound with a hand cue (kinesthetic) and writes a symbol depicting the hand cue (visual). It goes without saying that the more senses involved in learning, the easier, faster and more permanent the result. As for the actual research base for See the Sound - Visual Phonics itself, the evidence is positive although less definitive. From its beginning in 1982 ICLI has conducted in house research to develop and improve its programs. Because we have never been in it for the money we can afford to keep what works and drop what doesn't. In this sense we are a solidly research based program. Few educational programs on the market today have a 29 year history of research and self-improvement. ICLI has always encouraged independent and rigorous research of its programs. Seeking always to avoid the Hawthorne effect, we have worked with individuals, schools and universities to provide whatever assistance they need in their investigations. Because See the Sound - Visual Phonics is almost exclusively used in conjunction with other reading and speech programs the research "proof" of its effectiveness can only come from looking at long term benefits over large and diverse populations. The body of literature in this vain is growing. Below are links to copies of all the studies we know about. If you are aware of other studies please contact us at mail@icli.org and we will add them to the list regardless of positive or negative results. To our knowledge there are no studies comparing See the Sound - Visual Phonics to similar programs because we know of no other program that approaches reading and speech in a similar manner. We are not in competition educationally or financially with any program. Our only purpose has always been to help people learn to read and speak better, and we are grateful to every teacher and researcher who is doing that, whether they use our programs or not. Education budgets are tighter than ever. Over the years we have found that See the Sound - Visual Phonics is a very inexpensive way to make these programs on which you have already spent thousands of dollars work a little better. Please feel free to contact us for any additional clarification. Research publications Dave Krupke: What Exactly is Visual Phonics? (2008). Communication Disorders Quarterly, 29, pages 177-182. (http://cdq.sagepub.com/content/29/3/177.full.pdf+html) Friedman Narr, R.A. (2008). Phonological awareness and decoding in Deaf/Hard of Hearing students who use visual phonics. Journal of Deaf Studies and Deaf Education, 13, 405-416. (http://jdsde.oxfordjournals.org/cgi/content/full/enm064) Trezek, B., Wang, Y., Woods, D., Gampp, T. L., & Paul, P. V. (2007). Using visual phonics to supplement beginning reading instruction for students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 12, 373-384. (http://jdsde.oxfordjournals.org/content/12/3/373.full.pdf+html) Trezek & Wang (2006) Implications of utilizing a phonics-based reading curriculum with children who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 11, 202-213. (http://jdsde.oxfordjournals.org/content/11/2/202.full.pdf+html) Trezek & Malmgren (2005) The efficacy of utilizing a phonics treatment package with middle school deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 10, 256-271. (http://jdsde.oxfordjournals.org/content/10/3/256.full.pdf+html) Friedman Narr (2006). Teaching phonological awareness with deaf and hard of hearing students. Teaching Exceptional Children, 38, 53-58. Kids World Deaf Net: Published article by Bettie Waddy-Smith and Vanessa Wilson A teacher's "Problem/Solution" paper published
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