Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing
Datos Bibliográficos
| ID | 21301764 |
|---|---|
| Autores | J Bruce Tomblin (University of Iowa, autor de correspondencia), Jake Oleson (University of Iowa), Sophie E Ambrose (0000-0003-0315-7102, Boys Town National Research Hospital), Elizabeth Walker (0000-0002-9717-8424, University of Iowa), Elizabeth A Walker (0000-0002-0354-3559, University of Iowa), Mary Pat Moeller (0009-0007-9719-7303, Boys Town National Research Hospital) |
| Año | 2020 |
| Volumen | 91 |
| Número | 1 |
| Páginas | e179-e197 |
| Fecha de publicación | 2020-01-01 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Child Development (JOURNAL) |
| Identificadores de la revista | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Editorial | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.13158 |
| PMID | 30298910 |
| OpenAlex | W2897446178 |
| Idioma | EN |
| Citas recibidas | 6 |
| Referencias citadas | 51 |
This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years
Audiology · Developmental psychology · Emergent literacy · Literacy · Pedagogy · Hearing Impairment and Communication · Hearing Loss and Rehabilitation · Medicine · Psychology · Reading and Literacy Development
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| Citas por año | 1 |
|---|---|
| Intervalo de citas | 2020 - 2025 (6) |
| Altamente citado | No |