Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children.

ABSTRACT: Better understanding the mechanisms underlying developing literacy has promoted the development of more effective reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological awareness, alphabetic knowledge, word reading, and vocabulary skills in DHH children who have auditory access to speech. One hundred and sixty-seven DHH children (M age = 60.43 months) were assessed with a battery of early literacy measures. Forty-six percent used at least 1 cochlear implant; 54% were fitted with hearing aids. About a fourth of the sample was acquiring both spoken English and sign. Scores on standardized tests of phonological awa

SUBMITTER: Webb MY 

PROVIDER: S-EPMC6364908 | biostudies-literature | 2015 Oct

REPOSITORIES: biostudies-literature