The relative contributions of speechreading and vocabulary to deaf and hearing children's reading ability
Year: 2015
Type: article
Study design: Observational Study
Abstract: BACKGROUND: Vocabulary knowledge and speechreading are important for deaf children's reading development but it is unknown whether they are independent predictors of reading ability. AIMS: This study investigated the relationships between reading, speechreading and vocabulary in a large cohort of deaf and hearing children aged 5 to 14 years. METHODS AND PROCEDURES: 86 severely and profoundly deaf children and 91 hearing children participated in this study. All children completed assessments of reading comprehension, word reading accuracy, speechreading and vocabulary. OUTCOMES AND RESULTS: Regression analyses showed that vocabulary and speechreading accounted for unique variance in both reading accuracy and comprehension for deaf children. For hearing children, vocabulary was an independent predictor of both reading accuracy and comprehension skills but speechreading only accounted for unique variance in reading accuracy. CONCLUSIONS AND IMPLICATIONS: Speechreading and vocabulary are important for reading development in deaf children. The results are interpreted within the Simple View of Reading framework and the theoretical implications for deaf children's reading are discussed.
Institution: University College London
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $2,048
Awards: Using deafness as a model system to inform literacy intervention and neurobiological models of language., ESRC CENTRE FOR THE STUDY OF DEAFNESS, COGNITION AND LANGUAGE - PHASE II 2011 TO 2016, Using deafness as a model system to inform literacy intervention and neurobiological models of language., G4851755093, G5315265683
OpenAlex ID: W1887051195