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Speechreading ability is related to phonological awareness and single-word reading in both deaf and hearing children
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Computerized speechreading training for deaf children: A randomised controlled trial
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RCT of speechreading training in deaf children (Pimperton et al., 2019) ...
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RCT of speechreading training in deaf children (Pimperton et al., 2019) ...
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RCT of speechreading training in deaf children (Pimperton et al., 2019) ...
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RCT of speechreading training in deaf children (Pimperton et al., 2019) ...
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Concurrent and longitudinal predictors of reading for deaf and hearing children in primary school
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In: Concurrent and longitudinal predictors of reading for deaf and hearing children in primary school (2017)
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Literacy outcomes for primary school children who are deaf and hard of hearing: A cohort comparison study
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In: Literacy outcomes for primary school children who are deaf and hard of hearing: A cohort comparison study (2017)
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Predictors of reading development in deaf children: a 3-year longitudinal study
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Longitudinal Patterns of Emerging Literacy in Beginning Deaf and Hearing Readers
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Longitudinal Patterns of Emerging Literacy in Beginning Deaf and Hearing Readers
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Abstract:
The emerging reading and spelling abilities of 24 deaf and 23 hearing beginning readers were followed over 2 years. The deaf children varied in their language backgrounds and preferred mode of communication. All children were given a range of literacy, cognitive and language-based tasks every 12 months. Deaf and hearing children made similar progress in literacy in the beginning stages of reading development and then their trajectories began to diverge. The longitudinal correlates of beginning reading in the deaf children were earlier vocabulary, letter-sound knowledge, and speechreading. Earlier phonological awareness was not a longitudinal correlate of reading ability once earlier reading levels were controlled. Only letter name knowledge was longitudinally related to spelling ability. Speechreading was also a strong longitudinal correlate of reading and spelling in the hearing children. The findings suggested that deaf and hearing children utilize slightly different reading strategies over the first 2 years of schooling.
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Keyword:
Empirical Articles
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URL: https://doi.org/10.1093/deafed/enq069 http://jdsde.oxfordjournals.org/cgi/content/short/enq069v1
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Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children
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Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children
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