Concurrent and Longitudinal Predictors of Reading for Deaf and Hearing Children in Primary School (Record no. 2720)
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| 000 -LEADER | |
|---|---|
| fixed length control field | nam a22 7a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20170404151219.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 170404b xxu||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | National Acoustics Laboratories |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Harris, Margaret |
| 245 ## - TITLE STATEMENT | |
| Title | Concurrent and Longitudinal Predictors of Reading for Deaf and Hearing Children in Primary School |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc | Forty-one children with severe-profound prelingual hearing loss were assessed on single word reading, reading<br/>comprehension, English vocabulary, phonological awareness and speechreading at three time points, 1 year apart (T1–T3).<br/>Their progress was compared with that of a group of hearing children of similar nonverbal IQ, initially reading at the same<br/>level. Single word reading improved at each assessment point for the deaf children but there was no growth in reading<br/>comprehension from T2 to T3. There were no differences between children with cochlear implants and those with hearing<br/>aids on either reading measure but orally educated children had higher scores than children who signed in the classroom.<br/>English vocabulary and speechreading were the most consistent longitudinal predictors of reading for the deaf children.<br/>Phonological awareness was the most consistent longitudinal predictor for the hearing group and also a concurrent predictor<br/>of reading at T3 for both groups. There were many more significant correlations among the various measures for the deaf<br/>children than the hearing at both T1 and T3, suggesting that skills underpinning reading, including phonological awareness<br/>and vocabulary, are more closely related for deaf children. Implications of these findings for of deaf children’s literacy are<br/>explored. |
| 773 0# - HOST ITEM ENTRY | |
| Relationship information | (2017) p. 233-242 |
| Title | journal of Deaf Studies and Deaf Education |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="http://dspace.nal.gov.au/xmlui/bitstream/handle/123456789/658/Concurrent%20and%20Longitudinal%20Predictors%20of%20Reading.pdf?sequence=1&isAllowed=y">http://dspace.nal.gov.au/xmlui/bitstream/handle/123456789/658/Concurrent%20and%20Longitudinal%20Predictors%20of%20Reading.pdf?sequence=1&isAllowed=y</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Universal Decimal Classification |
| Koha item type | Journal article |
No items available.