Variation in second-grade reading in children who are deaf and hard-of-hearing.

IF 1.7 3区教育学 Q2 EDUCATION, SPECIAL Journal of Deaf Studies and Deaf Education Pub Date : 2024-11-23 DOI:10.1093/jdsade/enae051

Sascha Couvee, Loes Wauters, Harry Knoors, Ludo Verhoeven, Eliane Segers

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Abstract

We investigated relations between kindergarten precursors and second-grade reading skills in deaf and hard-of-hearing (DHH) children, and aimed to identify subgroups based on reading skills, in order to explore early signs of later reading delays. DHH children (n = 23, Mage kindergarten = 6.25) participated from kindergarten-second grade. They were tested on phonological awareness, letter knowledge, spoken vocabulary, speechreading, fingerspelling, and sign vocabulary in kindergarten, and word decoding and reading comprehension in second grade. In second grade, word decoding scores were low-average while reading comprehension scores were below average compared to hearing norms. Word decoding correlated with phonological awareness, letter knowledge, and spoken vocabulary. Reading comprehension correlated with all measures except fingerspelling. Cluster analysis identified three second-grade-reading subgroups; group-1: below-average word decoding and reading comprehension; group-2: high-average word decoding, below-average reading comprehension; group-3: average word decoding and reading comprehension. Furthermore, group-1 differed from group-2 and group-3 on word decoding, group-1 and group-2 differed from group-3 in reading comprehension. Regarding kindergarten measures, group-1 scored below group-2 on letter knowledge, and below group-3 on spoken and sign vocabulary. We found that particularly letter knowledge and spoken and sign vocabulary seem to be crucial for the development of reading skills 2 years later.

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聋哑儿童二年级阅读能力的差异。

我们调查了聋人和重听儿童（DHH）的幼儿园前兆与二年级阅读技能之间的关系，旨在根据阅读技能确定亚组，以探索日后阅读延迟的早期迹象。聋哑儿童（n = 23，幼儿园年龄 = 6.25）参加了从幼儿园到二年级的学习。他们在幼儿园接受了语音意识、字母知识、口语词汇、语音阅读、手指拼写和手语词汇测试，在二年级接受了单词解码和阅读理解测试。与听力标准相比，二年级的单词解码得分处于平均水平以下，而阅读理解得分则低于平均水平。单词解码与语音意识、字母知识和口语词汇相关。阅读理解与除指法拼读以外的所有测量指标相关。聚类分析确定了三个二年级阅读亚组：第一组：单词解码和阅读理解能力低于平均水平；第二组：单词解码能力高于平均水平，阅读理解能力低于平均水平；第三组：单词解码和阅读理解能力处于平均水平。此外，第 1 组与第 2 组和第 3 组在单词解码方面存在差异，第 1 组和第 2 组与第 3 组在阅读理解方面存在差异。在幼儿园的测量中，第 1 组在字母知识方面的得分低于第 2 组，在口语和手语词汇方面的得分低于第 3 组。我们发现，字母知识和口语及手语词汇似乎对 2 年后阅读能力的发展至关重要。

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来源期刊

Journal of Deaf Studies and Deaf Education Multiple-

CiteScore

3.40

自引率

10.00%

发文量

期刊介绍： The Journal of Deaf Studies and Deaf Education is a peer-reviewed scholarly journal integrating and coordinating basic and applied research relating to individuals who are deaf, including cultural, developmental, linguistic, and educational topics. JDSDE addresses issues of current and future concern to allied fields, encouraging interdisciplinary discussion. The journal promises a forum that is timely, of high quality, and accessible to researchers, educators, and lay audiences. Instructions for contributors appear at the back of each issue.

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