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    Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling

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    Name:
    Lederberg, Branum-Martin et al. ...
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    Author
    Lederberg, Amy R
    Branum-Martin, Lee
    Webb, Mi-Young
    Schick, Brenda
    Antia, Shirin
    Easterbrooks, Susan R
    Connor, Carol McDonald
    Affiliation
    Univ Arizona
    Issue Date
    2019-05-15
    
    Metadata
    Show full item record
    Publisher
    OXFORD UNIV PRESS
    Citation
    Amy R Lederberg, Lee Branum-Martin, Mi-young Webb, Brenda Schick, Shirin Antia, Susan R Easterbrooks, Carol McDonald Connor, Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling, The Journal of Deaf Studies and Deaf Education, Volume 24, Issue 4, October 2019, Pages 408–423, https://doi.org/10.1093/deafed/enz011
    Journal
    JOURNAL OF DEAF STUDIES AND DEAF EDUCATION
    Rights
    Copyright © The Author(s) 2019. Published by Oxford University Press. All rights reserved.
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n = 101), those who were visual learners and acquiring sign (n = 131), and those who were acquiring both (n = 104). Children were enrolled in kindergarten, first, or second grade. Within-group and between-group confirmatory factor analysis showed that there were both similarities and differences in the abilities that underlie reading in these three groups. For all groups, reading abilities related to both language and the ability to manipulate the sublexical features of words. However, the groups differed on whether these constructs were based on visual or spoken language. Our results suggest that there are alternative means to learning to read. Whereas all DHH children learning to read rely on the same fundamental abilities of language and phonological processing, the modality, levels, and relations among these abilities differ.
    Note
    12 month embargo; published online: 15 May 2019
    ISSN
    1081-4159
    PubMed ID
    31089729
    DOI
    10.1093/deafed/enz011
    Version
    Final accepted manuscript
    ae974a485f413a2113503eed53cd6c53
    10.1093/deafed/enz011
    Scopus Count
    Collections
    UA Faculty Publications

    entitlement

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