TY - JOUR
T1 - Predictors of early reading skills in 5-year-old children with hearing loss who use spoken language
AU - Cupples, Linda
AU - Ching, Teresa Y.C.
AU - Crowe, Kathryn
AU - Day, Julia
AU - Seeto, Mark
N1 - Includes bibliographical references.
PY - 2014
Y1 - 2014
N2 - This research investigated the concurrent association between a range of language, literacy, cognitive, and demographic variables and early reading skills in 101 5-year-old children with prelingual hearing losses ranging from mild to profound. All participants were fitted with hearing aids (n = 71) or cochlear implants (n = 30). They completed standardised assessments of phonological awareness (PA), receptive vocabulary, letter knowledge, word and non-word reading, passage comprehension, maths reasoning, and nonverbal cognitive ability. Multiple regressions revealed that PA (assessed using judgements of similarity based on words'™ initial or final sounds) made a significant, independent contribution to children'™s early reading ability (for both letters and words/non-words) after controlling for variation in receptive vocabulary, nonverbal cognitive ability, and a range of demographic variables (including gender, degree of hearing loss, type of sensory device, age at fitting of sensory devices, and level of maternal education). Importantly, the relationship between PA and reading was specific to early reading and did not generalise to another academic ability, maths reasoning. Finally, the results showed that letter knowledge (names or sounds) was superior in children whose mothers had undertaken post-secondary education, and that more severe hearing losses were associated with inferior levels of receptive vocabulary. By contrast, earlier fitting of sensory devices was not significantly associated with better PA, vocabulary, reading, or maths outcomes in this cohort of children, most of whom were fitted with sensory devices before 3 years of age.
AB - This research investigated the concurrent association between a range of language, literacy, cognitive, and demographic variables and early reading skills in 101 5-year-old children with prelingual hearing losses ranging from mild to profound. All participants were fitted with hearing aids (n = 71) or cochlear implants (n = 30). They completed standardised assessments of phonological awareness (PA), receptive vocabulary, letter knowledge, word and non-word reading, passage comprehension, maths reasoning, and nonverbal cognitive ability. Multiple regressions revealed that PA (assessed using judgements of similarity based on words'™ initial or final sounds) made a significant, independent contribution to children'™s early reading ability (for both letters and words/non-words) after controlling for variation in receptive vocabulary, nonverbal cognitive ability, and a range of demographic variables (including gender, degree of hearing loss, type of sensory device, age at fitting of sensory devices, and level of maternal education). Importantly, the relationship between PA and reading was specific to early reading and did not generalise to another academic ability, maths reasoning. Finally, the results showed that letter knowledge (names or sounds) was superior in children whose mothers had undertaken post-secondary education, and that more severe hearing losses were associated with inferior levels of receptive vocabulary. By contrast, earlier fitting of sensory devices was not significantly associated with better PA, vocabulary, reading, or maths outcomes in this cohort of children, most of whom were fitted with sensory devices before 3 years of age.
KW - Open access version available
KW - At-risk factors
KW - Childhood
KW - Decoding
KW - Explicit
KW - Family literacy
KW - General vocabulary
KW - Implicit
KW - Onsets and rimes
KW - Phonemic awareness
KW - Phonics
KW - Phonological awareness
KW - Psycholinguistic
KW - Sight words
KW - Socioeconomic factors
KW - Special needs
KW - Struggling learners
KW - Theoretical perspectives
KW - Vocabulary
KW - Word recognition
U2 - 10.1002/rrq.60
DO - 10.1002/rrq.60
M3 - Article
C2 - 24563553
SN - 1936-2722
VL - 49
SP - 85
EP - 104
JO - Reading Research Quarterly
JF - Reading Research Quarterly
IS - 1
ER -