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Area of Science:

  • Education
  • Linguistics
  • Psychology

Background:

  • Early reading acquisition is crucial for academic success.
  • Understanding the foundational skills for reading in deaf and hard-of-hearing (DHH) children is essential for developing effective interventions.
  • Existing research highlights the importance of language and phonological awareness in reading development.

Purpose of the Study:

  • To investigate the multivariate associations between reading, language, spoken phonological awareness, and fingerspelling abilities.
  • To compare these associations across three distinct groups of DHH beginning readers: spoken English only, sign language (visual) learners, and those acquiring both modalities.
  • To identify similarities and differences in the underlying cognitive abilities supporting reading in diverse DHH populations.

Main Methods:

  • Employed confirmatory factor analysis (CFA) for within-group and between-group comparisons.
  • Analyzed data from 336 deaf and hard-of-hearing beginning readers across kindergarten, first, and second grades.
  • Examined relationships among reading, language, phonological awareness (spoken), and fingerspelling.

Main Results:

  • All groups demonstrated that reading abilities are associated with both language proficiency and the manipulation of sublexical features of words.
  • Significant similarities and differences were found in the underlying abilities supporting reading across the three DHH groups.
  • Group differences were primarily related to whether language and phonological constructs were based on visual (sign) or spoken modalities.

Conclusions:

  • Deaf and hard-of-hearing children learning to read utilize common foundational abilities in language and phonological processing.
  • The modality (visual vs. spoken), levels, and interrelations of these underlying abilities can differ significantly among DHH readers.
  • These findings support the existence of alternative pathways for successful reading acquisition in DHH individuals.