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British Association of
Teachers of the Deaf
BATOD Magazine (focus Literacy)
September 2006
ISSN 1366-0799
USING THRASS IN A PRIMARY UNIT
Glynis Smith, Unit Coordinator, Angram Bank Primary School,
Sheffield
Having taught deaf children since they were wearing Medresco body
worn hearing aids and using a horse shoe group aid with swan neck
microphones and a fixed teacher's microphone with a wire I
frequently fell over, I have seen many approaches to the teaching of
reading and spelling come and go.
Fashions have changed in the education of deaf children and in
mainstream work. For much of the time, I have considered a phonic
approach to reading and spelling to be starting from a deaf child's
weakest point and therefore not very useful. However, in recent
years I have had successful results using THRASS (Teaching
Handwriting Reading and Spelling Skills).
Better aided responses from good quality digital hearing aids mean
that the children in our unit are able to access many more high
frequency sounds than they could have done thirty years ago and a
better understanding of different learning styles has led me to
broaden my approach to teaching reading and spelling. I had seen
THRASS materials around school and knew a little about the method
but decided to go on a course and train properly. As with any
‘mainstream’ training, I went prepared to learn what I could but
ready to adapt what I heard for deaf children......
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