Longitudinal Patterns of Emerging Literacy in Beginning Deaf and Hearing Readers

Kyle, Fiona; Harris, Margaret

doi:10.1093/deafed/enq069

Cited by 108 publications

(142 citation statements)

References 42 publications

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“…As these two groups were recruited at the same time, a sub-sample of children from both studies was selected for Cohort 1 on the basis of age. Cohort 1 comprised 12 children from the younger sample (Kyle & Harris, 2011) and 20 from the older sample (Kyle & Harris, 2006). The children in Cohort 1 ranged in age from 65 months to 93 months and all had a severe-profound hearing loss (mean unaided hearing loss of 99 dB).…”

Section: Dhh Childrenmentioning

confidence: 99%

Literacy Outcomes for Primary School Children Who Are Deaf and Hard of Hearing: A Cohort Comparison Study

Harris

Terlektsi

Kyle

2017

J Speech Lang Hear Res

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractPurpose: This study compared the language and literacy of two cohorts of children with severe-profound hearing loss, recruited 10 years apart, to determine whether outcomes had improved in line with the introduction of newborn hearing screening and access to improved hearing aid technology.Method: Forty-two deaf children, aged 5 -7 years with a mean unaided loss of 102 DB,were assessed on language, reading and phonological skills. Their performance was compared to that of a similar group of 32 deaf children assessed 10 years earlier, and also a group of 40 hearing children of similar single word reading ability.Results: English vocabulary was significantly higher in the new cohort, although it was still below chronological age. Phonological awareness and reading ability had not significantly changed over time. In both cohorts English vocabulary predicted reading but phonological awareness was only a significant predictor for the new cohort. Conclusions:The current results show that vocabulary knowledge of children with severe-profound hearing loss has improved over time but there has not been a commensurate improvement in phonological skills or reading. They suggest that children with severe-profound hearing loss will require continued support to develop robust phonological coding skills to underpin reading.3

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Section: Dhh Childrenmentioning

confidence: 99%

Literacy Outcomes for Primary School Children Who Are Deaf and Hard of Hearing: A Cohort Comparison Study

Harris

Terlektsi

Kyle

2017

J Speech Lang Hear Res

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“…Lillo-Martin, Hanson, & Smith, 1991); and text comprehension (e.g. Allen, 1986;Kyle & Harris, 2011). There are many different reading tests that can be used to assess the various reading components.…”

Section: Selection Of Reading Testsmentioning

confidence: 99%

Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign

Kyle¹

2015

Research Methods in Sign Language Studies

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“…Deaf children's literacy development is the most researched topic in deaf education. Research since the 1970s has consistently shown that deaf children significantly underperform in literacy during their school years, hampering their access to all other aspects of learning and the curriculum (Kyle & Harris 2010;Kyle & Harris 2011). This continued underachievement means that the majority of deaf young people leave school with insufficient literacy skills to participate fully in further and higher education or employment, regardless of their levels of hearing loss or whether or not they have had a cochlear implant (Moeller et al 2007;Archbold et al 2008;Marschark et al 2010).…”

Section: Bimodal Bilingual Literacy Developmentmentioning

confidence: 99%

“…Opinion is divided regarding the extent to which bilingual deaf readers do, or do not, rely on auditory phonological awareness (e.g. Furthermore, the correlation between speechreading and subsequent literacy skills suggest that phonological awareness does not have to be a wholly auditory process (Kyle & Harris 2011). …”

Section: Bimodal Bilingual Approaches To Supporting Literacy Developmentmentioning

confidence: 99%

Deaf children's bimodal bilingualism and education

Swanwick

2015

Lang. Teach.

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This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of published studies over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language experience and use in different learning contexts. These first two sections provide the context for the main focus of the review: education and learning. The third section reports on links made between bimodal bilingualism and learning with regard to deaf children's literacy development. The fourth section examines further research into bimodal bilingual pedagogies. The final section considers the theoretical and practical implications of the field to date in developing a contemporary model of bimodal bilingual education for deaf children. It also charts future research priorities. BiographyDr Swanwick is an Associate Professor in Deaf Education at Leeds University in the School of Education. Her research and publications centre on deafness, language and learning and the development of pedagogies and practitioner understanding. Her funded research includes a 2 collaborative ESRC funded project looking at deaf children's early literacy experiences in the home; a Nuffield funded project on the role of sign language for deaf children with cochlear implants and a British Academy project on approaches to critical thinking and reflective practice across the national training provision for teachers of the deaf. Her current work, funded through a British Academy Mid-Career Fellowship, centres on the development of a model of bimodal bilingualism and learning which situates deafness and language learning within a plural view of language and culture in society. Dr Ruth Swanwick Associate Professor in Deaf EducationThe School of Education, Hillary PlaceThe University of Leeds Leeds, LS18 5LU IntroductionThe practice of educating deaf children bilingually through the use of sign language alongside written and spoken language initially developed during the 1980s in Scandanavia, the USA and the UK. This approach developed as a response to concerns about deaf children's attainments within traditional spoken language approaches (see, for example, Conrad 1979) and research demonstrating sign languages to be naturally evolving rule-governed languages (Stokoe 1960;Klima & Bellugi 1979;Kyle & Woll 1985). As the linguistic study of sign languages burgeoned, the increasing role of sign languages in education fostered the development of new teaching approaches (Mahshie 1995;Knight & Swanwick 2002). The articulation of a socio-cultural understanding of deafness provoked new research into deaf children's language development, culture and identity. Developments in practice and research, and the increasing activity of interest 3 groups in the d...

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Longitudinal Patterns of Emerging Literacy in Beginning Deaf and Hearing Readers

Cited by 108 publications

References 42 publications

Literacy Outcomes for Primary School Children Who Are Deaf and Hard of Hearing: A Cohort Comparison Study

Literacy Outcomes for Primary School Children Who Are Deaf and Hard of Hearing: A Cohort Comparison Study

Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign

Deaf children's bimodal bilingualism and education

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