The Contribution of Phonological Awareness and Receptive and Expressive English to the Reading Ability of Deaf Students with Varying Degrees of Exposure to Accurate English

Barbara Luetke-Stahlman

76 citations0/0 files storedThe Journal of Deaf Studies and Deaf Education

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Hearing Impairment and Communication Reading and Literacy Development Hearing Loss and Rehabilitation

Abstract

This study was planned with the knowledge that the tasks of reading require the same acquisition of skills, whether a child is hearing or deaf, monolingual, or bilingual. Reading and language research literature was reviewed. Subjects were 31 deaf students (7.9-17.9 years of age) who attended one of three U.S. programs. Performance on 15 language and literacy measures was analyzed. Results were that students who scored highest on a passage-comprehension measure also were more able (a) to provide synonyms, antonyms, and analogies of read words and phrases, (b) to read more listed words, and (c) to substitute one phoneme more correctly for another to create new words than were readers with lower scores. Two groups of students also were compared: a Longer Exposure to English Group (n = 22) who used Signing Exact English (SEE) for 5 years or more and a Shorter Exposure Group (n = 8) exposed to SEE for less than 2 years. A correlational analysis revealed that there were no significant relationships among 14 background variables with the exception of "age of identification of hearing loss," a variable then covaried in subsequent analysis of covariance. Students in the Longer Exposure Group scored higher on all measures. Significant differences were found between groups for short-term memory, receptive and expressive English, and five phonological subtests. Mini-case studies and the performance of eight students in the Longer Exposure Group who scored lowest on the comprehension measure also are discussed.

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References

1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1987Bilingualism and Special Education: Issues in Assessment and Pedagogy 2013Morphological Aspects of Language Processing 1998Reading instruction that works: the case for balanced teaching 1986Acquisition of literacy: A longitudinal study of children in first and second grade.1999Phonological awareness and early reading: A meta-analysis of experimental training studies.

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2008Phonological Awareness and Decoding in Deaf/Hard-of-Hearing Students Who Use Visual Phonics 2014Bilingualism: A Pearl to Overcome Certain Perils of Cochlear Implants.2011Morphological Knowledge and Decoding Skills of Deaf Readers 2011The Importance of Morphemic Awareness to Reading Achievement and the Potential of Signing Morphemes to Supporting Reading Development

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