Predicting reading ability in teenagers who are deaf or hard of hearing: A longitudinal analysis of language and reading

Abstract

BackgroundDeaf and hard of hearing (D/HH) children and young people are known to show group-level deficits in spoken language and reading abilities relative to their hearing peers. However, there is little evidence on the longitudinal predictive relationships between language and reading in this population.AimsTo determine the extent to which differences in spoken language ability in childhood predict reading ability in D/HH adolescents.Methodsand procedures: Participants were drawn from a population-based cohort study and comprised 53 D/HH teenagers, who used spoken language, and a comparison group of 38 normally hearing teenagers. All had completed standardised measures of spoken language (expression and comprehension) and reading (accuracy and comprehension) at 6–10 and 13–19 years of age.Outcomesand results: Forced entry stepwise regression showed that, after taking reading ability at age 8 years into account, language scores at age 8 years did not add significantly to the prediction of Reading Accuracy z-scores at age 17 years (change in R2 = 0.01, p = .459) but did make a significant contribution to the prediction of Reading Comprehension z-scores at age 17 years (change in R2 = 0.17, p < .001).Conclusionsand implications: In D/HH individuals who are spoken language users, expressive and receptive language skills in middle childhood predict reading comprehension ability in adolescence. Continued intervention to support language development beyond primary school has the potential to benefit reading comprehension and hence educational access for D/HH adolescents.

Bilateral Permanent Childhood Hearing Loss and Health-Related Quality of Life in Adolescence

“…The normally hearing comparison group had been identified using an algorithm developed by the investigators based on the dates of birth of the required number of children with normal hearing within each district and for each screening period. Further assessment of the sample was undertaken in the Hearing Outcomes at Teen Age project at a mean age of 16.9 (SD: 1.4) years [18][19][20][21][22][23][24].…”

“…Written informed consent was obtained from the teenage participants and their principal caregivers. Full details on the tracing and recruitment procedures of the children with PCHL and children with normal hearing and the measures used to assess outcomes during adolescence are reported elsewhere [18][19][20][21][22][23][24].…”

Pengaruh Edukasi Gizi Dengan Metode Ceramah Berbasis Bahasa Isyarat Indonesia (Bisindo) Dan Booklet Terhadap Pengetahuan, Sikap Dan Praktik Gizi Pada Remaja Tuli SLB Di Semarang

“…Akan tetapi Tuli memiliki perbendaharaan kata yang cukup terbatas, 8 sehingga ada kemungkinan kesulitan dalam memahami isi bacaan seperti pada booklet. 9 Metode ceramah hadir sebagai metode sehari-hari yang digunakan guru di sekolah. Siswa Tuli, melalui metode ini, diharapkan mampu menyesuaikan diri dalam kelompok sosial dengan terbiasa membaca gerakan bibir lawan bicara (lip-reading).…”

Early visual language skills affect the trajectory of literacy gains over a three-year period of time for preschool aged deaf children who experience signing in the home

“…reading outcomes. For example, Worsfold and colleagues studied older British children with hearing losses ranging from moderate (40-69 dB) to profound (�95 dB) who used spoken language (n = 53) and found that spoken language skills at age eight best predicted reading comprehension in adolescence [16]. While the relationship between spoken language skills and reading outcomes is not surprising, it does support the contention that underlying language skills are strongly associated with print literacy development in deaf, as well as hearing, children.…”