Language and Reading Progress of Young Deaf and Hard-of-Hearing Children

Autor/inn/en	Antia, Shirin D.; Lederberg, Amy R.; Easterbrooks, Susan; Schick, Brenda; Branum-Martin, Lee; Connor, Carol M.; Webb, Mi-Young
Titel	Language and Reading Progress of Young Deaf and Hard-of-Hearing Children
Quelle	In: Journal of Deaf Studies and Deaf Education, 25 (2020) 3, S.334-350 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enz050
Schlagwörter	Deafness; Phonological Awareness; Finger Spelling; Reading Comprehension; Delayed Speech; Vocabulary Development; Reading Skills; Hearing Impairments; Scores; Kindergarten; Grade 1; Grade 2; Elementary School Students; Speech Communication; Syntax; English; Word Recognition; American Sign Language; Classroom Communication; Language Acquisition + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Fingeralphabet; Leseverstehen; Sprachverzögerung; Wortschatzarbeit; Reading skill; Lesefertigkeit; Hearing impairment; Hörbehinderung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; English language; Englisch; Worterkennung; Klassengespräch; Sprachaneignung; Spracherwerb
Abstract	We examined the language and reading progress of 336 young DHH children in kindergarten, first and second grades. Trained assessors tested children's language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on their auditory access and classroom communication: a spoken-only group (n = 101), a sign-only group (n = 131), and a bimodal group (n = 104). Overall, children showed delays in language and reading compared to norms established for hearing children. For language, vocabulary standard scores were higher than for English syntax. Although delayed in language, children made expected gains based on hearing norms from kindergarten to second grade. Reading scores declined from kindergarten to second grade. Spoken-only and bimodal children had similar word reading and reading comprehension abilities and higher scores than sign-only children. Spoken-only children had better spoken phonological awareness and nonword reading skills than the other two groups. The sign-only and bimodal groups made similar and significant gains in ASL syntax and fingerspelling phonological awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01