Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling
AuthorLederberg, Amy R
Easterbrooks, Susan R
Connor, Carol McDonald
MetadataShow full item record
PublisherOXFORD UNIV PRESS
CitationAmy 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
RightsCopyright © The Author(s) 2019. Published by Oxford University Press. All rights reserved. For Permissions, please email: firstname.lastname@example.org.
Collection InformationThis 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 email@example.com.
AbstractBetter 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.
Note12 month embargo; published online: 15 May 2019
VersionFinal accepted manuscript