Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children.
Seven- and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of performance and in the predictors of literacy. Multiple regressions showed that both productive vocabulary and speechreading were significant predictors of reading for the deaf children after hearing loss and nonverbal intelligence had been accounted for. However, spelling ability was not associated with any of the other measures apart from reading. For hearing children, age was the main determinant of reading and spelling ability (due to selection criterion). Possible explanations for the role of speechreading and productive vocabulary in deaf children's reading and the differences between the correlates of literacy for deaf and hearing children are discussed.
Centre for Neuroscience in Education, Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 2PQ, England. fek22@cam.ac.uk
Fiona E
FE
Kyle
Margaret
M
Harris
D000704:Analysis of Variance; D016010:Binomial Distribution; D016022:Case-Control Studies; D002648:Child; D002663:Child Language; D060345:Education of Persons with Hearing Disabilities; D004522:Educational Status; D005260:Female; D034381:Hearing Loss / Q000503:physiopathology*; D006801:Humans; D007807:Language Tests; D008085:Lipreading; D008297:Male; D011237:Predictive Value of Tests; D011932:Reading; D012044:Regression Analysis; D013647:Task Performance and Analysis; D014825:Vocabulary