An examination of the early literacy skills of five- to six-year-old children who are deaf and hard of hearing

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Deafness & Education International Pub Date : 2022-11-15 DOI:10.1080/14643154.2022.2145658
Nihan Kahraman Evrenkaya, Cevriye Ergül
{"title":"An examination of the early literacy skills of five- to six-year-old children who are deaf and hard of hearing","authors":"Nihan Kahraman Evrenkaya, Cevriye Ergül","doi":"10.1080/14643154.2022.2145658","DOIUrl":null,"url":null,"abstract":"ABSTRACT Children’s early literacy skills (ELS) are closely related to literacy learning and reading comprehension performance. Children who cannot acquire early literacy skills face significant difficulties in doing so in the following years. Although it is widely known that children who are deaf and hard of hearing (DHH) perform less well in early literacy skills than their typically developing peers, there is not enough information about the magnitude of the performance differences and in which skills these occur in Turkish-speaking children who are DHH. In this study, the early literacy skills (language, vocabulary, phonological awareness and letter knowledge) of 30 Turkish-speaking DHH children and 30 with typical development (TD) attending kindergarten were compared. The Coloured Progressive Matrices Test, as well as the Turkish early language development and Turkish expressive and receptive language tests, in addition to the early literacy one, were used to determine the children’s skill levels. The results of the analysis showed that the DHH children performed at significantly lower levels in language, vocabulary and phonological awareness skills than their peers with TD, while there was no major difference between the two groups in letter knowledge. The outcomes also revealed that there were a higher number of significant relationships among the early literacy skills of the DHH children than those with TD. The findings of are further discussed in regard to their contribution to current research and practice relating to the early literacy skills of Turkish-speaking children who are DHH.","PeriodicalId":44565,"journal":{"name":"Deafness & Education International","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Deafness & Education International","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14643154.2022.2145658","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

ABSTRACT Children’s early literacy skills (ELS) are closely related to literacy learning and reading comprehension performance. Children who cannot acquire early literacy skills face significant difficulties in doing so in the following years. Although it is widely known that children who are deaf and hard of hearing (DHH) perform less well in early literacy skills than their typically developing peers, there is not enough information about the magnitude of the performance differences and in which skills these occur in Turkish-speaking children who are DHH. In this study, the early literacy skills (language, vocabulary, phonological awareness and letter knowledge) of 30 Turkish-speaking DHH children and 30 with typical development (TD) attending kindergarten were compared. The Coloured Progressive Matrices Test, as well as the Turkish early language development and Turkish expressive and receptive language tests, in addition to the early literacy one, were used to determine the children’s skill levels. The results of the analysis showed that the DHH children performed at significantly lower levels in language, vocabulary and phonological awareness skills than their peers with TD, while there was no major difference between the two groups in letter knowledge. The outcomes also revealed that there were a higher number of significant relationships among the early literacy skills of the DHH children than those with TD. The findings of are further discussed in regard to their contribution to current research and practice relating to the early literacy skills of Turkish-speaking children who are DHH.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
对五到六岁的失聪或重听儿童早期读写能力的测验
儿童早期读写能力与识字学习和阅读理解表现密切相关。不能获得早期识字技能的儿童在接下来的几年里将面临很大的困难。虽然众所周知,失聪和听力障碍儿童(DHH)在早期识字技能方面的表现不如正常发育的同龄人,但关于表现差异的程度以及这些技能在说土耳其语的DHH儿童中出现的信息还不够。本研究比较了30名土耳其语DHH儿童和30名典型发展(TD)儿童在幼儿园的早期读写能力(语言、词汇、语音意识和字母知识)。除早期识字测试外,还使用彩色渐进矩阵测试以及土耳其早期语言发展和土耳其表达性和接受性语言测试来确定儿童的技能水平。分析结果表明,DHH儿童在语言、词汇和语音意识技能方面的表现明显低于TD儿童,而两组儿童在字母知识方面没有显著差异。结果还显示,DHH儿童的早期读写能力与TD儿童的早期读写能力之间有更多的显著关系。进一步讨论了研究结果对目前有关DHH的讲土耳其语儿童早期识字技能的研究和实践的贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
期刊最新文献
Accessible practices and accommodations during lectures for students who are deaf or hard of hearing in higher education The perceptions of Iranian deaf and hard-of-hearing university students towards Persian as a spoken majority language: A narrative inquiry Immigrant deaf students in the United States: Linguistic injustices brought to light Applying relational autonomy in US special education: Educators’ role in supporting parents’ decisions for deaf or hard-of-hearing children The technology or the child? Moving beyond technological fixes in deaf education in India and elsewhere
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1