Longitudinal patterns of emerging literacy in beginning deaf and hearing readers

Journal of Deaf Studies and Deaf Education

Volumn 16, Issue 3, 2011, Pages 289-304

  Kyle, Fiona E ^a   Harris, Margaret ^b  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b OXFORD BROOKES UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; COGNITION; COMPARATIVE STUDY; EDUCATION; EDUCATIONAL STATUS; FEMALE; HUMAN; INTERPERSONAL COMMUNICATION; LANGUAGE; LEARNING; LINGUISTICS; LONGITUDINAL STUDY; MALE; PATIENT; PHONETICS; PILOT STUDY; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; READING; REFERENCE VALUE; SHORT TERM MEMORY; TIME;

CHILD; CHILD, PRESCHOOL; COGNITION; COMMUNICATION; EDUCATIONAL STATUS; FEMALE; HEARING IMPAIRED PERSONS; HUMANS; LANGUAGE; LEARNING; LINGUISTICS; LONGITUDINAL STUDIES; MALE; MEMORY, SHORT-TERM; PHONETICS; PILOT PROJECTS; READING; REFERENCE VALUES; TIME FACTORS; VOCABULARY;

EID: 79957455472     PISSN: 10814159     EISSN: 14657325     Source Type: Journal    
DOI: 10.1093/deafed/enq069     Document Type: Article

References (57)

1. Aaron, P. G., Keetay, V., Boyd, M., Palmatier, S., & Wacks, J. (1998). Spelling without phonology: A study of deaf and hearing children. Reading and Writing: An Interdisciplinary Journal, 10, 1-22. doi: 10.1023/A:1007917929226.
2. Allen, T. E. (1986). Patterns of academic achievement among hearing impaired students: 1974 and 1983. In A. N. Schildroth & M. A. Karchmer (Eds.), Deaf children in America (pp. 161-206). San Diego, CA: College-Hill Press.
3. Arnold, P., & Kopsel, A. (1996). Lipreading, reading and memory of hearing and hearing-impaired children. Scandinavian Journal of Audiology, 25, 13-20. doi: 10.3109/01050399609047550.
4. Burden, V., & Campbell, R. (1994). The development of wordcoding skills in the born deaf: An experimental study of deaf school leavers. British Journal of Developmental Psychology, 12, 331-349.
5. Campbell, R., & Wright, H. (1988). Deafness, spelling and rhyme: How spelling supports written word and picture rhyming skills in deaf subjects. Quarterly Journal of Experimental Psychology, 40A, 771-788. doi: 10.1080/14640748808402298.
6. Caravolas, M., Hulme, C., & Snowling, M. J. (2001). The foundations of spelling ability: evidence from a 3-year longitudinal study. Journal of Memory and Language, 45, 751-774. doi: 10.1006/jmla.2000.2785.
7. Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77-111. doi: 10.1016/S0010-0277(03)00164-1.
8. Charlier, B. L., & Leybaert, J. (2000). The rhyming skills of deaf children educated with phonetically augmented speechreading. Quarterly Journal of Experimental Psychology, 53A, 349-375. doi: 10.1080/713755898.
9. Colin, S., Magnan, A., Ecalle, J., & Leybaert, J. (2007). Relation between deaf children's phonological skills in kindergarten and word recognition performance in first grade. Journal of Child Psychology and Psychiatry, 48, 139-146. doi: 10.1111/ j.1469-7610.2006.01700.x.
10. Connor, C. M., & Zwolan, T. A. (2004). Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants. Journal of Speech, Language, and Hearing Research, 47, 509-526. doi: 10.1044/ 1092-4388(2004/040).
11. Conrad, R. (1979). The deaf school child: language and cognitive function. London, UK: Harper & Row.
12. Daneman, M., Nemeth, S., Stainton, M., & Huelsmann, K. (1995). Working memory as a predictor of reading achievement in orally educated hearing-impaired children. Volta Review, 97, 225-241.
13. DiFrancesca, S. (1972). Academic achievement test results of a national testing program for hearing impaired students: United States, Spring 1971 (Report No. 9, Series D). Washington, DC: Gallaudet College, Office of Demographic Studies.
14. Dodd, B. (1980). The spelling abilities of profoundly pre-lingually deaf children. In U. Frith (Ed.), Cognitive processes in spelling (pp. 423-440). London, UK: Academic Press.
15. Dyer, A., MacSweeney, M., Szczerbinski, M., & Green, L. (2003). Predictors of reading delay in deaf adolescents: the relative contributions of rapid automatized naming speed and phonological awareness and decoding. Journal of Deaf Studies and Deaf Education, 8, 215-229. doi: 10.1093/deafed/eng012.
16. Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergeron, J. P., & Connor, C. M. (2008). Emergent literacy skills during early childhood in children with hearing loss: strengths and weaknesses. Volta Review, 108, 91-114.
17. Elliot, C. D., Smith, P., & McCulloch, K. (1996). British ability scales II (BAS II). Windsor, UK: NFER-Nelson.
18. Ellis, N., & Large, B. (1988). The early stages of reading: a longitudinal study. Applied Cognitive Psychology, 2, 47-76. doi: 10.1002/acp.2350020106.
19. France, N. (1981). The primary reading test. Windsor, UK: NFER-Nelson.
20. Gates, A. I., & Chase, E. H. (1926). Methods and theories of learning to spell tested by studies of deaf children. Journal of Educational Psychology, 17, 289-300. doi: 10.1037/ h0068697.
21. Geers, A., & Moog, J. (1989). Factors predictive of the development of literacy in profoundly hearing-impaired adolescents. Volta Review, 91, 69-86.
22. Goldin-Meadow, S., & Mayberry, R. I. (2001). How do profoundly deaf children learn to read? Learning Disabilities Research & Practice, 16, 222-229. doi: 10.1111/0938-8982.00022.
23. Gombert, J.-E. (1992). Metalinguistic development. London, UK: Harvester Wheatsheaf.
24. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Hove, UK: Lawrence Erlbaum Associates.
25. Haptonstall-Nykaza, T. S., & Schick, B. (2007). The transition from fingerspelling to English print: Facilitating English decoding. Journal of Deaf Studies and Deaf Education, 12, 172-183. doi: 10.1093/deafed/enm003.
26. Harris, M., & Beech, J. R. (1998). Implicit phonological awareness and early reading development in prelingually deaf children. Journal of Deaf Studies and Deaf Education, 3, 205-216.
27. Harris, M., & Moreno, C. (2004). Deaf children's use of phonological coding: Evidence from reading, spelling and working memory. Journal of Deaf Studies and Deaf Education, 9, 253-268. doi: 10.1093/deafed/enh016.
28. Harris, M., & Moreno, C. (2006). Speech reading and learning to read: a comparison of 8-year-old profoundly deaf children with good and poor reading ability. Journal of Deaf Studies and Deaf Education, 11, 189-201. doi: 10.1093/deafed/enj021.
29. Hoffmeister, R. J. (2000). A piece of the puzzle: ASL and reading comprehension in deaf children. In C. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language acquisition by eye (pp. 143-163). Mahwah, NJ: Erlbaum Associates.
30. Juel, C., Griffith, P., & Gough, P. (1986). Acquisition of literacy: a longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255. doi: 10.1037/0022-0663.78.4.243.
31. Kenny, D. A. (1975). Cross-lagged panel correlation: a test for spuriousness. Psychological Bulletin, 82, 887-903. doi: 10.1037/0033-2909.82.6.887.
32. Kyle, F. E., & Harris, M. (2006). Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children. Journal of Deaf Studies and Deaf Education, 11, 273-288. doi: 10.1093/deafed/enj037.
33. Kyle, F. E., & Harris, M. (2010). Predictors of reading development in deaf children: A 3-year longitudinal study. Journal of Experimental Child Psychology, 107, 229-243. doi: 10.1016/j.jecp.2010.04.011.
34. Leybaert, J., & Alegria, J. (1995). Spelling development in deaf and hearing children: Evidence for use of morpho--phonological regularities in French. Reading and Writing: An Interdisciplinary Journal, 7, 89-109. doi: 10.1007/BF01026949.
35. Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study. Developmental Psychology, 36, 596-613. doi: 10.1037/0012-1649.36.5.596.
36. Massaro, D. W. (1987). Speech perception by ear and eye: a paradigm for psychological inquiry. Hillsdale, NJ: Lawrence Erlbaum Associates.
37. Masterson, J., Stuart, M., Dixon, M., & Lovejoy, S. (2003). Children's printed word database. Retrieved from www. essex.ac.uk/psychology/cpwd.
38. Mayer, C. (2007). What really matters in the early literacy development of deaf children. Journal of Deaf Studies and Deaf Education, 12, 411-431. doi: 10.1093/deafed/enm020.
39. Miller, P. (1997). The effect of communication mode on the development of phonemic awareness in prelingually deaf students. Journal of Speech, Language, and Hearing Research, 40, 1151-1163.
40. Moores, D. F., & Sweet, C. (1990). Factors predictive of school achievement. In D. F. Moores & K. P. Meadow-Orlans (Eds.), Educational and developmental aspects of deafness (pp. 154-201). Washington, DC: Gallaudet University Press.
41. Morrison, C. M., Chappell, T. D., & Ellis, A. W. (1997). Age of acquisition norms for a large set of object names and their relation to adult estimates and other variables. Quarterly Journal of Experimental Psychology, 50A, 528-559. doi: 10.1080/027249897392017.
42. Musselman, C. (2000). How do children who can't hear learn to read an alphabetic script? a review of the literature on reading and deafness. Journal of Deaf Studies and Deaf Education, 5, 9-31. doi: 10.1093/deafed/5.1.9.
43. Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71(1), 3-27. doi: 10.1006/jecp.1998.2453.
44. Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental Psychology, 40, 665-681. doi: 10.1037/0012-1649.40.5.665.
45. Padden, C. A. (1991). The acquisition of fingerspelling by deaf children. In P. Siple & S. D. Fischer (Eds.), Theoretical Issues in Sign Language Research Volume 2: Psychology (pp. 191-210). Chicago, IL: The University of Chicago Press.
46. Padden, C. A., & Ramsey, C. (2000). American sign language and eading ability in deaf children. In C. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language acquisition by eye (pp. 165-189). Mahwah, NJ: Lawrence Erlbaum Associates.
47. Snodgrass, J. G., & Vanderwart, M. (1980). A standardized set of 260 pictures: norms for name agreement, image agreement, familiarity, and visual complexity. Journal of Experimental Psychology: Human Learning and Memory, 6, 174-215. doi: 10.1037/0278-7393.6.2.174.
48. Spencer, L. J., & Oleson, J. J. (2008). Early listening and speaking skills predict later reading proficiency in pediatric cochlear implant users. Ear and Hearing, 29, 270-280. doi: 10.1097/01.aud.0000305158.84403.f7.
49. Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947. doi: 10.1037/0012-1649.38.6.934.
50. Strong, M., & Prinz, P. M. (2000). Is American sign language skill related to english literacy. In C. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language acquisition by eye (pp. 131-141). Mahwah, NJ: Erlbaum Associates.
51. Summerfield, A. Q. (1987). Some preliminaries to a comprehensive account of audio-visual speech perception. In B. Dodd & R. Campbell (Eds.), Hearing by eye: The psychology of lip-reading (pp. 3-51). London, UK: Lawrence Erlbaum Associates.
52. Swanson, H. L., & Howell, M. (2001). Working memory, short-term memory, and speech rate as predictors of children's reading performance at different ages. Journal of Educational Psychology, 93, 720-734. doi: 10.1037/0022-0663.93.4.720.
53. Trezek, B. J., Wang, Y., Woods, D. G., Gampp, T. L., & Paul, P. V. (2007). Using visual phonics to supplement beginning reading instruction for students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 12, 373-384. doi: 10.1093/deafed/enm014.
54. Trybus, R. J., & Karchmer, M. A. (1977). School achievement scores of hearing impaired children: National data on achievement status and growth patterns. American Annals of the Deaf, 122, 62-69.
55. Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study. Developmental Psychology, 33(3), 468-479. doi: 10.1037/0012-1649.33.3.468.
56. Wauters, L. N., van Bon, W. H. J., & Tellings, A. E. J. M. (2006). Reading comprehension of Dutch deaf children. Reading and Writing, 19, 49-76.
57. Ziegler, J. C., Stone, G. O., & Jacobs, A. M. (1997). What is the pronunciation for - ough and the spelling for /u/? A database for computing feedforward and feedback consistency in English. Behavior Research Methods, Instruments, & Computers, 29, 600-618.