Predictors of Reading Delay in Deaf Adolescents
The Relative Contributions of Rapid Automatized Naming Speed and Phonological Awareness and Decoding
Bibliographic Data
| ID | 5789307 |
|---|---|
| Authors | Adrian G Dyer (0000-0002-2632-9061, University of East London, corresponding author), A Dyer |
| Year | 2003 |
| Volume | 8 |
| Issue | 3 |
| Pages | 215-229 |
| Publication date | 2003-06-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Journal identifiers | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/deafed/eng012 |
| PMID | 15448050 |
| OpenAlex | W2147768668 |
| Language | EN |
| Citations received | 29 |
| References cited | 11 |
Deaf readers often fail to achieve age-appropriate reading levels. In hearing children, two cognitive factors correlated with reading delay are phonological awareness and decoding (PAD) and rapid automatized naming (RAN) of visual material. In this study we explored the contribution of these factors to reading and reading delay in a sample of deaf students (N = 49, mean age 13 years) whose reading age (RA) was around 7 years. Although PAD performance was poor in the deaf students compared with RA-matched hearing controls, it nevertheless correlated with their RA. Whether tested in sign or speech, RAN was much faster in the deaf group than in RA-matched hearing controls but showed no direct relationship with reading level or reading delay. We conclude that in contrast to PAD, which is a factor in both deaf and hearing reading achievement, RAN may be only indirectly related to reading in deaf students
Phonemic awareness · Rapid automatized naming · Hearing Impairment and Communication · Reading and Literacy Development · Tactile and Sensory Interactions
Speech Reading and Learning to Read
What the Processing of Real Words and Pseudohomophones Can Tell Us about the Development of Orthographic Knowledge in Prelingually Deafened Individuals
The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing
Deaf Children's Use of Phonological Coding
Procédures graphophonémiques chez des lecteurs sourds en français langue seconde
Procédures graphophonémiques et graphosyllabiques chez des lecteurs dyslexiques et des lecteurs sourds du primaire
The Effect of Task in Deaf Readers' Graphophonological Processes
Reading Efficiency of Deaf and Hearing People in Spanish
The Nature and Efficiency of the Word Reading Strategies of Orally Raised Deaf Students
Contribution of Linguistic Skills to Word Reading in DHH Students
A Comparison of the Letter-Processing Skills of Hearing and Deaf Readers
Lexical Competition Without Phonology
Factors Distinguishing Skilled and Less Skilled Deaf Readers
Grapheme-Phoneme Acquisition of Deaf Preschoolers
Developing a Structural Model of Reading
Linguistic but Not Cognitive Weaknesses in Deaf or Hard-of-Hearing Poor Comprehenders
Effects of Morphographic Instruction on the Morphographic Analysis Skills of Deaf and Hard-of-Hearing Students
Early Reading Development in Chinese-speaking Children with Hearing Loss
Reading Achievement in Relation to Phonological Coding and Awareness in Deaf Readers
Longitudinal Patterns of Emerging Literacy in Beginning Deaf and Hearing Readers
Developing Sound Skills for Reading
Concurrent Correlates of Chinese Word Recognition in Deaf and Hard-of-Hearing Children
Phonological Awareness and Decoding in Deaf/Hard-of-Hearing Students Who Use Visual Phonics
Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language
Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia
Factors Affecting the Writing Performance in Hearing and Deaf Children
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children
Deaf Readers as Bilinguals
Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children
The double-deficit hypothesis for the developmental dyslexias.
Phonological recoding and self-teaching
Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
Explicit syllable and phoneme segmentation in the young child
Implicit Phonological Awareness and Early Reading Development in Prelingually Deaf Children
Varieties of Short-Term Memory Coding in Deaf Teenagers
Visual Speech in the Head
Phonemic Segmentation, Not Onset‐Rime Segmentation, Predicts Early Reading and Spelling Skills
Processing speed, naming speed, and reading
The nature of phonological processing and its causal role in the acquisition of reading skills
| Citations per year | 1.32 |
|---|---|
| Citation span | 2004 - 2023 (20) |
| Highly cited | No |