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Literacy and phonological skills in oral deaf children and hearing children with a history of dyslexia
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Computerised speechreading training for deaf children: A randomised controlled trial
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Contribution of family risk, emergent literacy and environmental protective factors in children’s reading difficulties at the end of second-grade
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Concurrent and longitudinal predictors of reading for deaf and hearing children in primary school
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Literacy outcomes for Deaf and Hard of Hearing primary school children: A cohort comparison study
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The relative contributions of speechreading and vocabulary to deaf and hearing children's reading ability
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Abstract:
Background Vocabulary knowledge and speechreading are important for deaf children's reading development but it is unknown whether they are independent predictors of reading ability. Aims This study investigated the relationships between reading, speechreading and vocabulary in a large cohort of deaf and hearing children aged 5 to 14 years. Methods and procedures 86 severely and profoundly deaf children and 91 hearing children participated in this study. All children completed assessments of reading comprehension, word reading accuracy, speechreading and vocabulary. Outcomes and results Regression analyses showed that vocabulary and speechreading accounted for unique variance in both reading accuracy and comprehension for deaf children. For hearing children, vocabulary was an independent predictor of both reading accuracy and comprehension skills but speechreading only accounted for unique variance in reading accuracy. Conclusions and implications Speechreading and vocabulary are important for reading development in deaf children. The results are interpreted within the Simple View of Reading framework and the theoretical implications for deaf children's reading are discussed.
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Keyword:
R Medicine
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URL: https://doi.org/10.1016/j.ridd.2015.10.004 http://www.sciencedirect.com/science/article/pii/S0891422215001754 https://openaccess.city.ac.uk/id/eprint/13087/ https://openaccess.city.ac.uk/id/eprint/13087/374/1-s2.0-S0891422215001754-main.pdf
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Spelling in oral deaf and hearing dyslexic children: A comparison of phonologically plausible errors
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Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign
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Reading, Dyslexia and Oral Deaf Children: From Research to Practice
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Assessing the effectiveness of two theoretically motivated computerassisted reading interventions in the United Kingdom: GG Rime and GG Phoneme
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Speechreading development in deaf and hearing children: Introducing the test of child speechreading
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Longitudinal patterns of emerging literacy in beginning deaf and hearing readers
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Predictors of reading development in deaf children: A 3-year longitudinal study
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