Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Language Development

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...

Language and Cognition

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Comparing the prevalence, incidence and severity of mental disorders between deaf and hard-of-hearing and hearing adults aged 18-60: a systematic review.

Epidemiology and psychiatric sciences·2026

Same author

Screening for psychological problems in deaf and hard of hearing students.

Journal of deaf studies and deaf education·2025

Same author

Examining employment outcomes of deaf and hard-of-hearing people in The Netherlands using non-public microdata.

Work (Reading, Mass.)·2025

Same author

Variation in second-grade reading in children who are deaf and hard-of-hearing.

Journal of deaf studies and deaf education·2025

Same author

Variation in second-grade reading in children who are deaf and hard-of-hearing.

Journal of deaf studies and deaf education·2024

Same author

How word meaning structure relates to executive functioning and theory of mind in children with developmental language disorder: A multiple case study.

Autism & developmental language impairments·2024

Search research articles

Related Experiment Video

Updated: Jul 25, 2025

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

Predicting variation in word decoding development in deaf and hard-of-hearing children.

Sascha Couvee¹, Loes Wauters^1,2, Harry Knoors^1,2

¹Behavioural Science Institute, Radboud University, Thomas van Aquinostraat 4, Nijmegen, 6525 GD The Netherlands.

Reading and Writing

|June 26, 2023

Summary

Deaf and hard-of-hearing children

Keywords:

Deaf and hard-of-hearing children Letter knowledge Phonological awareness Rapid automatized naming Verbal short-term memory Word decoding development

More Related Videos

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Infant Auditory Processing and Event-related Brain Oscillations

Infant Auditory Processing and Event-related Brain Oscillations

Published on: July 1, 2015

Related Experiment Videos

Last Updated: Jul 25, 2025

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Infant Auditory Processing and Event-related Brain Oscillations

Infant Auditory Processing and Event-related Brain Oscillations

Published on: July 1, 2015

Area of Science:

Child development
Educational psychology
Speech and hearing sciences

Background:

Deaf and hard-of-hearing (DHH) children often face challenges in developing word decoding skills.
Early identification of reading precursors is crucial for supporting DHH children's literacy acquisition.

Purpose of the Study:

To compare word decoding development in first-grade DHH and hearing children.
To identify kindergarten reading precursors that predict word decoding in both groups.

Main Methods:

Longitudinal study involving 25 DHH and 41 hearing children.
Assessed phonological awareness, letter knowledge, rapid naming, and verbal short-term memory in kindergarten.
Measured word decoding at three time points in first grade.

Main Results:

Hearing children outperformed DHH children in phonological awareness and verbal short-term memory.
Phonological awareness and rapid naming predicted word decoding in both groups initially.
Letter knowledge and rapid naming became significant predictors later in first grade.

Conclusions:

Word decoding development is comparable between DHH and hearing children on average, but with greater variability in DHH children.
Phonological awareness is a less dominant predictor for DHH children, suggesting reliance on compensatory skills.