ERIC Number: EJ1256380
Record Type: Journal
Publication Date: 2020-Jul
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1081-4159
EISSN: N/A
Language and Reading Progress of Young Deaf and Hard-of-Hearing Children
Antia, Shirin D.; Lederberg, Amy R.; Easterbrooks, Susan; Schick, Brenda; Branum-Martin, Lee; Connor, Carol M.; Webb, Mi-Young
Journal of Deaf Studies and Deaf Education, v25 n3 p334-350 Jul 2020
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.
Descriptors: 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
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324C120001