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Implicit phonological awareness and early reading development in prelingually deaf children.

M Harris1, J Beech

  • 1Department of Psychology, Royal Holloway, University of London, Egham Hill, Surrey, TW20 0EX, UK.

Journal of Deaf Studies and Deaf Education
|December 8, 2004
PubMed
Summary
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Deaf children show delayed reading progress compared to hearing peers. Individual progress in deaf children correlates with oral skills, phonological awareness, and language comprehension, highlighting educational needs.

Area of Science:

  • Developmental Psychology
  • Linguistics
  • Education

Background:

  • Early reading acquisition is crucial for academic success.
  • Deaf children often face unique challenges in developing literacy skills.
  • Understanding factors influencing reading progress in deaf children is vital for effective educational strategies.

Purpose of the Study:

  • To conduct a longitudinal study on the reading progress of deaf children compared to hearing controls.
  • To identify factors correlating with reading development in deaf children.
  • To explore the relationship between various linguistic and cognitive skills and reading outcomes.

Main Methods:

  • A longitudinal study design tracking five-year-old deaf children and matched hearing controls over two years.

Related Experiment Videos

  • Assessment of prereaders using measures of implicit phonological awareness, oral ability, British Sign Language (BSL) and fingerspelling familiarity, and rime and onset awareness.
  • Statistical analysis to compare reading progress and identify correlations between skills and outcomes.

    • Main Results:

    • Deaf children demonstrated significantly less reading progress than hearing peers in the first year and continued to show delays in the second year.
    • Lower scores in rime and onset awareness were observed in deaf children.
    • Individual reading progress in deaf children was positively correlated with oral skills, rime/onset awareness, and language comprehension.

    Conclusions:

    • Deaf children's reading development is significantly delayed compared to hearing children.
    • Oral skills, phonological awareness, and language comprehension are key predictors of reading success in deaf children.
    • Educational interventions should focus on these areas to support literacy development in deaf learners.