Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing

Autor/inn/en	Tomblin, J. Bruce; Oleson, Jake; Ambrose, Sophie E.; Walker, Elizabeth A.; Moeller, Mary P.
Titel	Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing
Quelle	In: Child Development, 91 (2020) 1, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13158
Schlagwörter	Emergent Literacy; Grade 2; Outcomes of Education; Students with Disabilities; Young Children; Hearing Impairments; Prereading Experience; Reading Skills; Oral Language; Phonological Awareness; Reading Comprehension; Prediction; Reading Achievement; Printed Materials + Suchen Sie Ihr Suchwort? Frühleseunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Lernleistung; Schulerfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Frühe Kindheit; Hearing impairment; Hörbehinderung; Reading skill; Lesefertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Leseverstehen; Vorhersage; Leseleistung
Abstract	This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01