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Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
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In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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Abstract:
Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children’s learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading fluency in deaf children in bimodal bilingual education programmes. The participants of this study were 62 school-aged (8 to 10 years old at the start of the 3-year study) deaf children who took part in bilingual education (using Dutch and Sign Language of The Netherlands) and 40 age-matched hearing children. We assessed vocabulary knowledge in speech and sign, phonological awareness in speech and sign, receptive fingerspelling ability, and short-term memory at time 1 (T1). At times 2 (T2) and 3 (T3), we assessed word and text reading fluency. We found that (1) speech-based vocabulary strongly predicted word and text reading at T2 and T3, (2) fingerspelling ability was a strong predictor of word and text reading fluency at T2 and T3, (3) speech-based phonological awareness predicted word reading accuracy at T2 and T3 but did not predict text reading fluency, and (4) fingerspelling and STM predicted word reading latency at T2 while sign-based phonological awareness predicted this outcome measure at T3. These results suggest that fingerspelling may have an important function in facilitating the construction of orthographical/phonological representations of printed words for deaf children and strengthening word decoding and recognition abilities.
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Keyword:
bimodal bilingual education; deafness; fingerspelling; phonological awareness; reading development; sign language; text reading; vocabulary; word reading
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URL: https://doi.org/10.3390/languages7010051
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2 |
The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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3 |
Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
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In: Doctoral Dissertations and Projects (2021)
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4 |
Improving Reading Comprehension in Arabic English Language Learners
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In: Culminating Experience Projects (2021)
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5 |
Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers
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In: Culminating Experience Projects (2021)
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7 |
TEL y lectura. Propuesta de intervención neuropsicológica diseñada para estimular la conciencia fonológica en primer curso de Educación Primaria
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8 |
Estudio comparativo de habilidades lingüísticas y lectoras entre un grupo de niños con trastorno específico del lenguaje y un grupo de niños con dislexia
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 53, 2021, pags. 154-175 (2021)
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9 |
Reading in Kapampangan, Filipino, and English: A Look at Multilingual Children in an Economically Challenging Philippine Community
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In: Theses and Dissertations (Comprehensive) (2021)
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10 |
The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties
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In: Australian Journal of Teacher Education (2020)
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11 |
Early reading correlates in language impairment (Newbury et al., 2020)
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12 |
Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire
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13 |
Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers
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In: Dissertations (2019)
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14 |
Phonology-based reading instruction to improve dyslexic students’ early reading ability
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 443-462 (2019) (2019)
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15 |
Consciência dos constituintes fonológicos: ordem de estabilização em crianças portuguesas
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In: Linguística : Revista de Estudos Linguísticos da Universidade do Porto, Vol 14, Pp 9-34 (2019) (2019)
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16 |
Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages
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In: Education Sciences ; Volume 8 ; Issue 4 (2018)
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17 |
Learning to Read in English: Vocabulary Knowledge, Phonological Awareness in Relation to Oral Reading Fluency in Chinese-English Bilinguals
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In: Theses and Dissertations (Comprehensive) (2018)
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18 |
SECOND LANGUAGE READING INTERVENTIONS AND SOCIO-ECONOMIC STATUS: A REVIEW OF THE LITERATURE
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19 |
Phonics, Phonemic Awareness, and Phonological Awareness—Oh My!
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In: ETSU Faculty Works (2016)
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20 |
THE IMPACT OF A SUPPLEMENTAL READING INTERVENTION ON THE LITERACY SKILLS OF ENGLISH LANGUAGE LEARNERS AND NATIVE ENGLISH-SPEAKING FIRST GRADE CHILDREN
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In: Dissertations - ALL (2016)
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