Reading Achievement of Prelingually Deaf Students and Its Relationship to Parental Method of Communication: A Review of the Literature

Historically, one of the issues in the education of deaf children has been whether reading achievement is related to parental method of communication. Although deaf children of signing deaf parents typically read at higher levels than deaf children of non-signing hearing parents, this does not neces...

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Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 1987-03, Vol.132 (1), p.11-15
Main Authors: Kampfe, Charlene M., Turecheck, Armin G.
Format: Article
Language:English
Subjects:
Achievement
Auditory perception
Biological and medical sciences
Child
Children
Deafness
Deafness - rehabilitation
Education, Special
Fundamental and applied biological sciences. Psychology
Handicap
Hearing loss
Humans
Manual Communication
Parent child communication
Parent-Child Relations
Parents
Preschool children
Psychology and medicine
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Reading achievement
Reading comprehension
Sign Language
Sign languages
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Summary:Historically, one of the issues in the education of deaf children has been whether reading achievement is related to parental method of communication. Although deaf children of signing deaf parents typically read at higher levels than deaf children of non-signing hearing parents, this does not necessarily support the notion that manual communication leads to higher reading skills. Studies comparing signing versus non-signing parents without regard for parental hearing status have typically found no relationship between parental method and children's reading skills. Those examining specific types of manual communication and parental skill level, however, have found some evidence of a relationship between these variables and reading. The authors conclude that more research is needed before unbiased recommendations can be made to parents regarding which method of communication will have the greatest impact on their children's reading abilities.
ISSN:0002-726X
1543-0375
1543-0375
DOI:10.1353/aad.2012.0811