Reading Fluency in Young Elementary School Age Deaf and Hard-of-Hearing Children

Autor/inn/en	Easterbrooks, Susan R.; Lederberg, Amy R.
Titel	Reading Fluency in Young Elementary School Age Deaf and Hard-of-Hearing Children
Quelle	In: Journal of Deaf Studies and Deaf Education, 26 (2021) 1, S.99-111 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Easterbrooks, Susan R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enaa024
Schlagwörter	Deafness; Hearing Impairments; Kindergarten; Grade 1; Grade 2; Primary Education; Language Skills; Reading Skills; Young Children; Language Usage; Speech Communication; Sign Language; Reading Fluency; Reading Rate; Accuracy; Miscue Analysis; Error Correction; Interpersonal Communication; Elementary School Students + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Primarbereich; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Frühe Kindheit; Sprachgebrauch; Gebärdensprache; Reading readiness; Reading speed; Lesegeschwindigkeit; Korrektur; Interpersonale Kommunikation
Abstract	The Center on Literacy and Deafness examined the language and reading progress of 336 young deaf and hard-of-hearing children in kindergarten, first and second grades on a series of tests of language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on their auditory access and classroom communication: a spoken-only group (n = 101), a sign-only group (n = 131), and a bimodal group (n = 104). Previous work reports the overall data (Antia, S., Lederberg, A., Schick, B., Branum-Martin, L., Connor, C. M., & Webb, M. (2020a). Language and reading progress of young DHH children. "Journal of Deaf Studies and Deaf Education," (3), 25; Lederberg, A. R., Branum-Martin, L., Webb, M. L., Schick, B., Antia, S., Easterbrooks, S. R., & Connor, C. M. (2019). Modality and interrelations among language, reading, spoken phonological awareness, and fingerspelling. "Journal of Deaf Studies and Deaf Education," 24(4), 408-423). This report presents an in-depth look at the reading fluency of the participants measured along multiple dimensions. In general, 43% of the participants were unable to read fluently and an additional 23% were unable to read fluently at grade level. Rate and accuracy, rate of growth, miscue analysis, and self-corrections differed by communication modality. Most notably, children demonstrated limited strategies for self-correction during reading fluency tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01