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Predicting variation in word decoding development in deaf and hard-of-hearing children
Sascha Couvee1, Loes Wauters1,2, Harry Knoors1,2
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
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.
Keywords:
Deaf and hard-of-hearing childrenLetter knowledgePhonological awarenessRapid automatized namingVerbal short-term memoryWord decoding developmentMore Related Videos
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