Third Grade Reading Proficiency in Deaf or Hard of Hearing Children who Received Early Intervention

Early enrollment in Part C Early Intervention (EI) before age 6 months is linked to improved language and kindergarten readiness in children who are deaf or hard of hearing (DHH), but the effect on later academic outcomes is unclear. This study examines whether earlier (< 6 months) versus later (> 6 months) enrollment of children who are DHH in early intervention programs influences third-grade reading proficiency.

This study used data linked from three Ohio state agencies for infants identified with permanent hearing loss born 2008-2014 who received EI. The sample consisted of 412 children who were DHH and had scores on third grade standardized reading tests. Reading levels were categorized from limited to advanced. Logistic regression assessed the association between enrollment timing and reading proficiency, adjusting for potentially confounding variables.

Children enrolled in EI programs before 6 months of age (n = 231; 56.1%) were more likely to achieve advanced reading levels (19.9% vs. 12.2%) and less likely to score at limited levels (27.7% vs. 36.5%) than those enrolled later. Earlier enrolled children had reading performance comparable to all Ohio third graders. Earlier enrollment was statistically significantly associated with proficient or better reading levels compared to later enrollment (OR 1.64 95% CI [1.06, 2.57]).

Benefits of earlier EI enrollment extend into elementary school, supporting healthy developmental trajectories and reducing risk for later academic challenges in children who are DHH.