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Morphological Awareness and DHH Students' Reading-Related Abilities: A Meta-Analysis of Correlations
Zhang, Dongbo; Ke, Sihui; Anglin-Jaffe, Hannah; Yang, Junhui – Journal of Deaf Studies and Deaf Education, 2023
This article presents the first meta-analysis on correlations of morphological awareness (MA) with reading-related abilities in deaf and hard-of-hearing (DHH) students (k = 14, N = 556). The results showed high mean correlations of MA with all three reading-related abilities: rs = 0.610, 0.712, and 0.669 (all ps < 0.001), respectively, for word…
Descriptors: Morphology (Languages), Deafness, Hearing Impairments, Reading Ability
Hoffmeister, Robert; Henner, Jon; Caldwell-Harris, Catherine; Novogrodsky, Rama – Journal of Deaf Studies and Deaf Education, 2022
The current study contributes empirical data to our understanding of how knowledge of American Sign Language (ASL) syntax aids reading print English for deaf children who are bilingual and bimodal in ASL and English print. The first analysis, a conceptual replication of Hoffmeister (2000), showed that performance on the American Sign Language…
Descriptors: Deafness, American Sign Language, Syntax, Reading Skills
Zhao, Ying; Wu, Xinchun; Sun, Peng; Chen, Hongjun – Journal of Deaf Studies and Deaf Education, 2021
Deaf and hard of hearing (DHH) students face great challenges in becoming proficient readers. Vocabulary knowledge is consistently considered to be an important factor affecting DHH students' reading ability. However, the mechanism that underlies the relationship between vocabulary knowledge and reading comprehension in DHH students remains…
Descriptors: Correlation, Vocabulary Development, Knowledge Level, Reading Comprehension
Figueroa, Mario; Darbra, Sònia; Silvestre, Núria – Journal of Deaf Studies and Deaf Education, 2020
Previous research has shown a possible link between reading comprehension and theory of mind (ToM), but these findings are unclear in adolescents with cochlear implants (CI). In the present study, reading comprehension and ToM were assessed in adolescents with CI and the relation between both skills was also studied. Two sessions were performed on…
Descriptors: Reading Processes, Theory of Mind, Assistive Technology, Reading Comprehension
Luft, Pamela – Journal of Deaf Studies and Deaf Education, 2018
This manuscript reviews 28 studies of reading research on deaf and hard-of-hearing (DHH) students published since 2000 that used correlational analyses. The examination focused on assessment issues affecting measurement and analysis of relationships between early phonological or orthographic skills and reading comprehension. Mixed outcomes…
Descriptors: Deafness, Hearing Impairments, Reading Research, Correlation
Scott, Jessica A.; Hoffmeister, Robert J. – Journal of Deaf Studies and Deaf Education, 2018
Academic English is an essential literacy skill area for success in post-secondary education and in many work environments. Despite its importance, academic English is understudied with deaf and hard of hearing (DHH) students. Nascent research in this area suggests that academic English, alongside American Sign Language (ASL) fluency, may play an…
Descriptors: Deafness, Partial Hearing, Academic Discourse, Bilingual Students
Apel, Kenn; Masterson, Julie J. – Journal of Deaf Studies and Deaf Education, 2015
The purpose of this study was to determine whether students with and without hearing loss (HL) differed in their spelling abilities and, specifically, in the underlying linguistic awareness skills that support spelling ability. Furthermore, we examined whether there were differences between the two groups in the relationship between reading and…
Descriptors: Spelling, Reading Skills, Deafness, Hearing Impairments
Hermans, Daan; Knoors, Harry; Ormel, Ellen; Verhoeven, Ludo – Journal of Deaf Studies and Deaf Education, 2008
This paper reports on one experiment in which we investigated the relationship between reading and signing skills. We administered a vocabulary task and a story comprehension task in Sign Language of the Netherlands and in written Dutch to a group of 87 deaf children from bilingual education programs. We found a strong and positive correlation…
Descriptors: Sign Language, Bilingual Education, Deafness, Short Term Memory