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Predictors of reading development in deaf children: a 3-year longitudinal study

  • Fiona Elizabeth Kyle
    ,
  • Fiona Kyle
    ,
  • Margaret Harris
Research Output:
Contribution to journal
Article
 Peer-review

Abstract

The development of reading ability in a group of deaf children was followed over a 3-year period. A total of 29 deaf children (7–8 years of age at the first assessment) participated in the study, and every 12 months they were given a battery of literacy, cognitive, and language tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations between reading and the predictor variables showed developmental change. Earlier reading ability was related to later phonological awareness skills, suggesting that deaf children might develop their phonological awareness through reading. Deaf children who had the most age-appropriate reading skills tended to have less severe hearing losses and earlier diagnoses and also preferred to communicate through speech. The theoretical implications of the role for speechreading, vocabulary and phonological awareness in deaf children’s literacy are discussed. *

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 229-243

Journal (Volume, Issue Number)

Journal of Experimental Child Psychology (Volume 107, Issue 3)

Publication milestones

  • Published - 24/07/2012

Publication status

Published - 24/07/2012

ISSN

0022-0965

Publication IDs

  • handle.net: 10547/235396
  • Scopus: 77954758779

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