Journal Article


Concurrent and longitudinal predictors of reading for deaf and hearing children in primary school

Abstract

​Forty-one children with severe-profound prelingual hearing loss were assessed on single word reading, reading comprehension, English vocabulary, phonological awareness and speechreading at three time points, one year apart (T1, T2, T3). Their progress was compared with that of a group of hearing children of similar non-verbal IQ, initially reading at the same level. Single word reading improved at each assessment point for the deaf children but there was no growth in reading comprehension from T2 to T3. There were no differences between children with cochlear implants and those with hearing aids on either reading measure but orally-educated children had higher scores than children who signed in the classroom. English vocabulary and speechreading were the most consistent longitudinal predictors of reading for the deaf children. Phonological awareness was the most consistent longitudinal predictor for the hearing group and also a concurrent predictor of reading at T3 for both groups. There were many more significant correlations among the various measures for the deaf children than the hearing at both T1 and T3, suggesting that skills underpinning reading, including phonological awareness and vocabulary, are more closely related for deaf children. Implications of these findings for of deaf children’s literacy are explored.

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Authors

Harris, Margaret
Terlektsi, Emmanouela
Kyle, Fiona

Oxford Brookes departments

Faculty of Health and Life Sciences\Department of Psychology, Social Work and Public Health

Dates

Year of publication: 2017
Date of RADAR deposit: 2017-02-07


Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License


Related resources

This RADAR resource is the Accepted Manuscript of Concurrent and longitudinal predictors of reading for deaf and hearing children in primary school
This RADAR resource is Cited by Literacy longitudinal data of deaf and hearing children

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