Journal Article

Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children

Fiona E. Kyle and Margaret Harris

in The Journal of Deaf Studies and Deaf Education

Volume 11, issue 3, pages 273-288
ISSN: 1081-4159
Published online March 2006 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/enj037
Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children

More Like This

Show all results sharing these subjects:

  • Education
  • Linguistics
  • Teaching of Specific Groups and Special Educational Needs

GO

Show Summary Details

Preview

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.

Journal Article.  9243 words. 

Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

Full text: subscription required

How to subscribe Recommend to my Librarian

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.