Modality and Interrelations among Language, Reading, Spoken Phonological Awareness, and Fingerspelling

Autor/inn/en	Lederberg, Amy R.; Branum-Martin, Lee; Webb, Mi-young; Schick, Brenda; Antia, Shirin; Easterbrooks, Susan R.; Connor, Carol MacDonald
Titel	Modality and Interrelations among Language, Reading, Spoken Phonological Awareness, and Fingerspelling
Quelle	(2019), (62 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Lederberg, Amy R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Skills; Finger Spelling; Kindergarten; Grade 1; Grade 2; Elementary School Students; Deafness; Hearing Impairments; Factor Analysis; Correlation; Oral Language; Phonological Awareness; Sign Language; Language Acquisition; English; Reading Processes; Language Processing; Auditory Perception; Comparative Analysis; Measures (Individuals); Articulation (Speech); Achievement Tests; Language Tests; American Sign Language; Woodcock Johnson Tests of Achievement; Expressive One Word Picture Vocabulary Test; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Fingeralphabet; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Faktorenanalyse; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Gebärdensprache; Sprachaneignung; Spracherwerb; English language; Englisch; Leseprozess; Sprachverarbeitung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Messdaten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language test; Sprachtest
Abstract	Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n=101), those who were visual learners and acquiring sign (n=131), and those who were acquiring both (n=104). Children were enrolled in kindergarten, first, or second grade. Within-group and between-group confirmatory factor analysis showed that there were both similarities and differences in the abilities that underlie reading in these three groups. For all groups, reading abilities related to both language and the ability to manipulate the sublexical features of words. However, the groups differed on whether these constructs were based on visual or spoken language. Our results suggest that there are alternative means to learning to read. Whereas all DHH children learning to read rely on the same fundamental abilities of language and phonological processing, the modality, levels, and relations among these abilities differ. [This paper was published in "Journal of Deaf Studies and Deaf Education" v24 n4 p408-423 2019.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01