Predicting variation in word decoding development in deaf and hard-of-hearing children
Publication year
2024Number of pages
23 p.
Source
Reading and Writing, 37, 5, (2024), pp. 1317-1339ISSN
Publication type
Article / Letter to editor
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Organization
SW OZ BSI OLO
Journal title
Reading and Writing
Volume
vol. 37
Issue
iss. 5
Languages used
English (eng)
Page start
p. 1317
Page end
p. 1339
Subject
Learning and PlasticityAbstract
Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. Aims: We aimed to compare and predict the incremental word decoding development in first grade in Dutch DHH and hearing children, as a function of kindergarten reading precursors. Methods and procedures: In this study, 25 DHH, and 41 hearing children participated. Kindergarten measures were phonological awareness (PA), letter knowledge (LK), rapid naming (RAN), and verbal short-term memory (VSTM). Word decoding (WD) was assessed at three consecutive time points (WD1, 2, 3) during reading instruction in first grade. Outcomes and results: The hearing children scored higher than the DHH children on PA and VSTM only, although the distribution of WD scores differed between the groups. At WD1, PA and RAN predicted WD efficiency in both groups; but PA was a stronger predictor for hearing children. At WD2, LK, RAN, and the autoregressor were predictors for both groups. While at WD3, only the autoregressor was a significant predictor. Conclusions and implications: WD development in DHH children on average shows similar levels as in hearing children, though within the DHH group more variation was observed. WD development in DHH children is not as much driven by PA; they may use other skills to compensate.
This item appears in the following Collection(s)
- Academic publications [246515]
- Electronic publications [134157]
- Faculty of Social Sciences [30494]
- Open Access publications [107688]
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