Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children

Already well documented for hearing children, schooling's effects on early literacy skills for young students who are deaf or hard of hearing (DHH) were examined for the first time in the present study. Piecewise growth curve modeling was used to describe 3-, 4-, and 5-year-old students' g...

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Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 2019, Vol.163 (5), p.596-618
Main Authors: Scot, Jessica A., Goldberg, Hanah, Connor, Carol McDonald, Lederberg, Amy R.
Format: Article
Language:English
Subjects:
Age Factors
Assistive Technology
Child Language
Child, Preschool
Classroom communication
Cochlear Implants
Deafness
Deafness - psychology
Deafness - rehabilitation
Early Intervention
Early literacy
Early Reading
Education of Hearing Disabled
Emergent Literacy
Grade 1
Hearing Aids
Hearing disorders
Humans
Instructional Effectiveness
Kindergarten
Language Acquisition
Language Skills
Language Tests
Literacy
Longitudinal Studies
Partial Hearing
Phonics
Phonological Awareness
Phonology
Preschool Children
Preschool education
Reading
Reading comprehension
Reading Skills
Sign language
Speech Perception
Spoken language
Vocabulary
Vocabulary Development
Word Recognition
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Summary:Already well documented for hearing children, schooling's effects on early literacy skills for young students who are deaf or hard of hearing (DHH) were examined for the first time in the present study. Piecewise growth curve modeling was used to describe 3-, 4-, and 5-year-old students' growth in phonological awareness, letter-word identification, and vocabulary during 2 years of schooling and the intervening summer (N = 56). Amplification mode was cochlear implants for 45% of the sample and hearing aids for 54%. Classroom communication mode was spoken language only (for 61%) or sign language (39%). Across all skills, significant growth occurred during the 2 years of schooling but not during the summer. These findings underscore early education's importance in promoting DHH children's critical early skills. Universal preschool intervention, including during summer, may be important in ensuring that DHH children have an adequate foundation when schooling begins.
ISSN:0002-726X
1543-0375
1543-0375
DOI:10.1353/aad.2019.0005