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Variability in Language and Literacy Outcomes Among Deaf Elementary Students in a National Sample.
Kimberly Wolbers1, Hannah Dostal2, Kelsey Spurgin3
1Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN 37996, USA.
Behavioral Sciences (Basel, Switzerland)
|August 28, 2025
Summary
Literacy outcomes for deaf elementary students show wide performance variation. Early language exposure and tailored instruction are crucial for improving reading and writing skills in deaf learners.
Area of Science:
- Education
- Linguistics
- Psychology
Background:
- Literacy development in deaf students is complex.
- Understanding factors influencing reading and writing is essential.
Purpose of the Study:
- To examine literacy outcomes in 368 deaf elementary students in the U.S.
- To identify connections between literacy performance and demographic/language variables.
Main Methods:
- Analysis of standardized assessment data from grades 3-6.
- Statistical examination of reading and writing performance.
- Investigation of demographic, language proficiency, and phonological knowledge factors.
Main Results:
- Wide variability in reading and writing scores observed.
- Disparities in literacy outcomes based on disability status.
- Strong positive correlation between reading and writing; writing scores higher than reading.
- Literacy gaps widened across grades.
- Language proficiency and phonological knowledge were strong predictors of literacy outcomes (55-63%).
Conclusions:
- Early accessible language exposure is critical.
- Responsive literacy instruction aligned with deaf learners' language strengths is needed.
- Language factors significantly impact literacy development in deaf students.
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